Communicative culture in the pedagogical process. Features of the Communicative Teacher's Culture
A significant contribution to the understanding of the essence of the teacher's communicative culture was made by pedagogical studies in which the communicative culture was considered as the basis of the professional activity of the teacher, it was noted by its close relationship with social and general culture (I.F. Isaev, V.A. Can Calik, A.V. . Mudrik, I.I. Rydnov, V.A. Slastin, V.V. Sokolova and others).
The profession of teacher, including teachers-speech therapist, refers to the classification of E.A. Klimov to the type of professions - a man-man, for whom personal qualities are specific, ensuring effective interaction between people, understanding people, establishing contacts, organization of joint activities.
An important feature of the profession of the teacher is its belonging to professions "Increased speech responsibility", In which the communicative culture is a prerequisite for professionalism. As the basis of the professional activity of the teacher, the concept of "communicative culture" includes the oral communicative culture (skills of speech statement and hearing during communication with students), written communicative culture (skills of competent and targeted reading and designing written reports), non-verbal communicative culture (tactful non-verbal communication) .
V.V. Sokolova, considering the communicative culture as a region of pedagogical anthropology, highlights object value term as "knowledge of social norms, traditions of implementing communicative activities to achieve a comfortable, efficient and nationally specific use of communication tools, adequate to specific communicative situations" and subject value "In the form of a set of properties, communicative skills of the linguistic personality, implemented in communicative activities." Communicative culture appears in this interpretation as a combination of "generalized communicative skills" in the form of an emotional (moral) culture, culture of thinking (intellectual culture) and speech culture.
IN structure Teacher's communicative culture includes:
1. Compact (sociability, empathy, social relationship).
2. Moral pupil.
3. Teaches of pedagogical communication, ownership of communicative skills and the development of communicative abilities (S.A. Smirnov et al.).
The specific personal quality of the teacher in the structure of communicative competence is pedagogical sociability(Professional-pedagogical sociability, according to V.A. Kan-Calica), favorable conditions for the formation of which are sociable and extrovertation as the ability to productive interaction with children. The leading signs of the trade inadagogical communications are as follows: 1) the need for communicating with children; 2) its positive emotional tonality; 3) the dominant experience of sense of satisfaction with communication; 4) mutual personal attraction (teachers and students); 5) understanding of children, the ability to establish individual and group contacts; 6) constructive resolution of interpersonal contradictions; 7) humanism of communication; 8) aesthetics of communication.
The attractiveness of the teacher as Communication A.A. Leontyev connects with the "brightness of his personality", professional erudition, creative peculiarcy, high general and moral and aesthetic culture, pedagogical skill, etc.
Procurability helps developed perceptual abilityamong them: professional dorms, observation, the ability to quickly and correctly fix the inner state of students on external manifestations, to distinguish genuine attentiveness from simulation attention, to understand the motives of actions. At the heart of the pedagogical intuition lies not only the analysis, the prediction with a support for logical constructions, but also on empathy - the ability of the teacher to conditionally identify himself with a student, to share its joys and chagrins, i.e. "First of all, to understand the movement of the children's heart" (V.A. Sukhomlinsky).
In the process of directional formation of sociability as a professional and personal quality, professional self-knowledge is carried out (determining its own communicative qualities, positive and weak Parties In communicating, analysis of the difficulties of communication, its ideas about the ideal communication, how other) Others estimate in communication); Work on the basis of specialized training for the development of the main characteristics of sociability; a variety of social work with people in which the experience of communicative activities (lectures, conversations, etc.) is acquired; Creating situations forming experience in overcoming negative layers in communicating and promoting society.
If we consider communicative competence in a broad sense as the ability to effectively communicate and the formation of communicative skills, the following components can be distinguished: a high level of knowledge of the language, its expressive opportunities, means of belief; possession of the culture of communication; Speech experience in the specific area of \u200b\u200bcommunication.
Communicative skills, according to A.A. Leontiev, - the concept is broader than the concept of "speech skills": Communicative skills ensure communication efficiency at all levels. It is customary to distinguish two aspects of the characteristics of communicative skills: a) what is called in social psychology "Samopodachi", i.e., the ability to use personal abilities to achieve a communicative goal; b) the ownership of "technology" of communication and contact both verbal and non-verbal.
A.V. Mudrik highlights personality parameters affecting sociability: features of thinking, free speech possession, empathy and spontaneity of perception, certain social installations (for example, interest in the process of communication itself, and not only its result), communication skills (time orientation, in partners , in relationships, in a situation). Almost all pedagogical abilities are somehow connected with the communicative activities of the teacher, closed on communicative abilities: didactic, organizational, perceptual, expressive, academic, personal, pedagogical imagination, high degree Distribution of attention, etc.
A.V. Mudrick offers the following gradation of communicative skills in the context of interpersonal interaction:
1. The ability to navigate partners:
b) give others the correct assessment;
c) find the right style and tone of communication.
2. The ability to navigate in situations of communication:
a) know the rules of communication;
b) establish contacts;
c) enter the situation already existing.
3. The ability to cooperate in various activities:
a) collectively set goals, plan ways to achieve them;
b) to fulfill together;
c) analyze and evaluate the achieved.
Finally, the nature of communicative interaction is determined by the teacher used technologies. According to A.A. Leontiev, "Technology of communication is, first of all, a means of not a teacher's activities, but a means of implementing a teacher's personality in his professional activity." Usually used in complex psychological and pedagogical agents. The success of communication is due to the professional ownership of linguistic, paralynguistic means, the mechanisms of psychological impact (infection, suggestion, identification, etc.), the variety of educational funds, methods and forms of work (game, conversation, discussion, etc.).
Successful implementation of communicative interaction involves not only the development of the arsenal of psychological and pedagogical funds, but the Iraalization individual expressive opportunities: speech, mimic, gesticulating, pantomime - and targeted systematic work on their improvement.
Speech abilities Help the teacher to effectively solve current communicative tasks. The ability to speak is one of the main professional skills of the teacher. According to teachers and psychologists, the development of this professional skill contributes to the presence of such deposits and abilities, as: excellent verbal memory, well-developed automatis of the instant selection of the desired linguistic means, logical construction and statement, sociability as a character line (listen to, empathize, sympathize and Dr.), the ability to focus on the interlocutor, a high level of anticipation. The presence of a similar type of abilities is the basis for the development of communicative-speech skills of a professional character, whose feature is that educational and educational tasks are implemented with their help. The teacher should purposefully develop the ability to "publicly think", that is, to speak publicly, and the ability to organize communication.
Mimic and pantomimical means of solving communicative tasks most often accompany the speech tools, sometimes act and relatively independently. The feedback is important - meaningful, giving information about the assimilation of the material explanable, and the emotional, captured by the teacher through the behavior of students, their eyes, the expression of persons.
In expression non-verbal behaviorteachers You can allocate the following high-charts: intonation, diction, speech rate, power and voice, facial expressions, eye contact, dominant physiognomic masks, gesturing, poses, distance communication, adequacy of used expression of communication situation, artistry (aesthetics manner, external self-regulation) and other . The culture of non-verbal expression reflects the level of professional skills and the originality of the teacher's manner. The masters distinguishes the developed ability to use the diversity of personal expression tools for professional purposes.
Laying the leading components of educational communication as a pedagogical category, I.I. Rydnov highlights the following blocksprofessional Communicative Teacher's Skills: Socio-psychological, moral and ethical, aesthetic, technological.
To the socio-psychological block Believers include: to have students to communicate, to produce a favorable impression (self-testing ability), adequately perceive and understand the peculiarity of each child's personality and group, its status structure, predict the development of intersubject relations, use psychological means (verbal, non-verbal, proxhematic), communication mechanisms (infection, suggestion, beliefs, identification, etc.).
In the structure of the moral and ethical block Supply skills: to build communication on humane, democratic basis: guided by the principles and rules of professional ethics and etiquette; approve personal dignity of every child; organize creative cooperation with the class and with each schoolboy; Initiate a favorable moral climate of communication. Significant is the compliance with the teacher of the principles and rules of professional ethics and etiquette. The norm of its behavioral reactions are humanity, respectfulness, politeness, correctness, tact, binding, decency, etc.
In aesthetic block The skills include: harmonize internal and external personal manifestations; to be artistic, aesthetically expressive; attach students to high culture of communication; Intensify their emotional tone, the experience of the joy of communication, the feeling of the beautiful. High culture of teacher's behavior, artistry manner, sense of humor, creative improvisation is the easthetic aspect of the pedagogical tact, delivering students and moral, and aesthetic satisfaction.
In the structure of the technological block Summary: use educational agents, methods, techniques, varieties of interaction forms; choose the optimal style of manuals with communication; observe the pedagogical tact; organically combine communicative and subject interaction, ensure its educational efficiency.
Thus, the communicative interaction of the teacher and students is directed to: 1) coordination and coordination of the subject activity of the teacher and students, stimulating their motivation, intellectual, emotional and volitional development; 2) the creation of relations of mutual understanding, empathy; 3) Formation of culture of communication of students.
Indicators cultures of communicative interaction Speakers: adequacy of students' reactions on pedagogical actions and teacher actions, synchronization of joint activities; Emotional and cognitive activity, atmosphere of creative search and cooperation; Compliance with moral and ethical and etiquette norms in the business and interpersonal communication of the teacher and students.
From the point of view of the success of solving communicative tasks, you can allocate the following levels Professional competence of the teacher:
1) the level of theoretical literacy to avoid gross errors;
2) the level of handicraft characterized by the stereo pedagogical action;
3) the level of art that has been infected with the adoption of optimal creative solutions.
IN AND. Zverev in the manual "Diagnostics and examination of pedagogical activities of certified teachers" allocates the following criteria To assess the level of communicative culture of teachers: 1. Communicative and organizational abilities; 2. The ability to cooperate with students; 3. Readiness for cooperation with colleagues; 4. Readiness for cooperation with parents; 5. Pedagogical tact; 6. Pedagogical culture of speech (focusing, connectivity, exploration, availability, logical clarity and completion of statements, clarity and clearness of the formation, expressiveness and patterns of speech); 7. Creating a comfortable microclimate in the process of learning and education.
In accordance with these criteria allocate three level of ownership of teachers by communicative culture:1) reproductive (second category); 2) workshop (first category); 3) Research (highest category). In particular, according to the first criterion, the teacher with the reproductive level of communicative culture seeks to contact people, defends his opinion, plans to work, but the potential of his inclined is not sufficiently stable. The workshop is characterized by a constant desire to expand the circle of acquaintances, the manifestation of the initiative in communicating, to help close and friends, participation in the organization of public events, perseverance in attractive activities. A teacher with the research level of communicative culture, he experiences the need for communicative and organizational activities and is actively striving for it, it is rapidly focused in difficult situations, it becomes easy to behave in a new team, initiative, independent, principled.
According to the second criterion, the teacher with the first (reproductive) level of communicative culture owns those who are famous in pedagogy techniques of convincing impact, but uses them without analyzing the situation. A teacher with the master level of communicative culture discusses and analyzes the situation together with students and leaves them the right to make a decision by himself. He knows how to form a civil position of the student, his real social behavior and actions, worldview and attitude towards teaching, as well as readiness, openness for educational influences. The research level teacher maintains a constant search for new techniques of convincing impact, foresees the possibility of their use in communication, brings up an understanding of the understanding of other people's eyes. It knows how to reasonably apply a combination of learning and education methods to achieve maximum results with minimal time and optimal application of mental, volitional, emotional efforts of the teacher and students.
The development of the Communicative Competence of the Teacher should be considered as a process of self-improvement, and in the diagnosis of competence, in addition to expert assessments, self-diagnosis is important, given the fair remark A.K. Markova: "The teacher is important to have its own adequate professional self-esteem, then any assessment of the teacher from the outside (not even fairly fair) will not be able to shake his professional sustainability, it will not destroy his activities, will not reduce its self-esteem as a whole."
Material for self-test
Control I. training tasks
1. Explain the meaning of saying:
Conversation is a building that build joint efforts
The key to the people around me lies in me.
A. SENT-EKZYUPERI
Y. Korchak
2. Open the concept communicative culture of personality.
3. Describe the content of the components of the communicative-executive
personal mastery of personality.
4. Compare the concepts of "communicative culture of the personality", "Communicative Competence", "Communicative Potential".
5. Give comparative characteristic Communicative competence in terms of psychological and linguistic positions.
6. Protected in the form of a table the characteristics of the main communicative abilities and skills of the teacher.
7. Subscribe synonyms to words: balance, sympathy, indifferent, stubbornness.
8. Pick up Antonyms to the words: closure, rudeness, anxiety, tacty.
9. Determine your positive and negative communicative qualities when performing the exercise:
"My black and white communicative portrait"
What I don't like it ... What do I like ...
Conversational skills
I can start and maintain a conversation with people I know.
I can start and support the conversation, having met new people.
I can choose the correct timer of the conversation.
I can hear the opinions of other people.
I can perceive and select the necessary information.
I can confidently speak informal situations or communicating with friends.
I can speak confident in official situations or communicating with friends.
I can explain my own opinion.
I can talk and make a message in the group both formally, and informally, act in society with a speech, a report.
Questions, instruction
I can ask about something if it is incomprehensible to me.
I can give instructions that can be understood.
I can execute these instructions.
Group work
I can cooperate with others on group classes.
I can establish effective cooperation in a variety of types of group classes.
I can effectively act in different situations As a student, employee, group leader.
I can behave in a susceptible manner in relation to other members of the group.
I can teach others to do or understand something.
I can understand how different roles affect the behavior of people.
I can recognize stereotypes and understand their effects.
I can evaluate my own features, features of other members of society.
I am very sensitive to the manifestations of cultural and racial discrimination, to injustice.
I am sensitive to manifestations of discrimination and injustice in sex, class issues, in disability.
11. Try to make a crossword with a keyword "interaction.
12. Determine possible manifestations Communicative (speech and non-verbal) behavior of the teacher in order to create a speech of success in students as a subjective experience of satisfaction from the process and the result of communication.
13. What, in your opinion, school subjects give more opportunities to form the communicative culture of students?
14. Based on criteria allocated by V.I. Zvereva, make up the table of ownership of teachers with communicative culture.
Tasks B. test form
1. Determine the positive communicative and significant qualities of the personality:
a) openness (sociability)
b) Selfness
c) Egoistic
d) emotional stability
e) empathy ability
2. Specify the correct answer.
Number qualities that impede constructive communication:
a) tact
b) indisciencement
c) Tolerance
d) benevolence, friendly behavior
e) shyness, insecurity
3. Specify the correct answer.
The communicative culture of the teacher in the framework of the cultural approach was studied:
a) V.A. Slastin
b) I.A. Winter
c) E.V. Rudensky
d) V.A. Can Calik
e) O.M. Kazartseva
4. Specify the correct answer.
Determine the most important personality communicative culture for the teacher:
a) creative thinking
b) speech culture
c) culture of gestures and plastic movements
d) culture of perception communicative action Partner of communication
e) all of the above.
5. Specify the correct answer.
The skills of emotionally psychological self-regulation include:
a) the ability to correctly assess the socio-psychological attitude of communication partners
b) the ability to rebuild communication taking into account the change of emotional attitudes of partners
c) the ability to emotional and mimic supporting statements
d) the ability to install the necessary contact with the interlocutor
e) speech statement culture
6. Specify the correct answer.
Communicative personality potential make up:
a) Communicative properties
b) Communicative abilities
c) communicative competence
d) all of the listed
7. Specify the correct answer.
The most capable concept of presented is:
a) communicative competence
b) Communicative skills
c) Communicative and performing skills
d) Communicative Culture
e) Communicative Competence
8. Specify the correct answer.
Subsection competence is based on:
a) knowledge of the units of the language and the rules of their compound
b) knowledge of linguistics as science
c) active possession general vocabulary
d) conditionality communicative goals
e) just listed
9. Specify the correct answer.
The concept of "Communicative Pedagogue Culture" includes:
a) oral communicative culture
b) Written Communicative Culture
c) non-verbal communicative culture
d) all of the listed
10. Specify the correct answer.
Specific personal quality in the structure of the teacher's communicative competence is:
a) sociability
b) pedagogical sociability
c) extracertation
d) Communicability
e) all of the listed
11. Place the following deposit and abilities necessary for the development of teacher's speech skills, in order to demand at the time of speech:
a) instant selection of the desired linguistic agents
b) sociability as a character
c) logical construction and statement
d) ability to orient speech on the interlocutor
e) skill listen, empathize, sympathize
12. Specify the correct answer.
To skills to navigate in partners in communication include the following:
a) collectively set goals, plan ways to achieve them
b) know the rules of communication
d) analyze and evaluate the achieved
e) enter the situation already exist
13. Specify the correct answer.
We can visually observe the following indicators of the teacher's non-verbal behavior:
a) intonation
b) gesture
d) speech tone
14. Specify the correct answer.
The stereotypical level of mastering the expressive culture of the teacher corresponds to:
a) self-expression conscious but not distinguished by identity and skill
b) spontaneous self-expression
c) unconscious self expression
d) conscious, non-standard self-expression
e) improvisational, artistic self-expression
15. Specify the correct answer.
The structure of the technological unit includes teacher's skills:
a) build communication on humane, democratic basis
b) use educational agents, methods, various forms of interaction
c) use communicative mechanisms: infection, suggestion, conviction
d) be artistic, aesthetically expressive
e) guided by the principles and rules of professional ethics and etiquette
16. Specify the correct answer.
Teacher's communication style is distinguished by the following signs:
a) goodwill, position of interest in the success of the student
b) the presence of empathy
c) reflection
d) attention to the mental process of students
e) all of the above.
17. Specify the correct answer.
What indicators contribute to the production of improper style of teacher's communication with students?
a) trust
b) the desire for friendly understanding
d) joyful attitude to the teaching
18. Position the following criteria by the degree of their significance to assess the level of communicative culture of the teacher-speech therapist:
a) the ability to cooperate with children
b) Pedagogical Culture Speech
c) Communicative and organizational abilities
d) willingness to cooperate with colleagues
e) ready to cooperate with parents
19. Specify the correct answer.
For the reproductive level of ownership by the teacher, communicative abilities are characteristic:
a) not sufficiently stable potential of communicative inclined
b) manifestation of initiative in communication
c) constant desire to expand the circle of friends
d) assisting close and friends
e) feeling of the need for communicative and organizational activities
20. Specify the correct answer.
Which of the listed skills are needed by teacher to crisis moments, when the relationship with schoolchildren suddenly exacerbate?
a) understanding of the psychological state of the student on external signs
b) ability to manage their behavior
c) the ability to "file yourself" in communicating with students
d) skills of speech and neust contact with students
e) gnostic skills
Testing
1. Determine the condition of its motivational sphere Using the test questionnaire Mun A. Rean.
Instruction. Responding to the following questions, you need to choose one of the answers: "Yes" or "no". If you find it difficult to answer, then keep in mind that "yes" unites both explicit "yes" and "rather, yes, which is not." The same relative to the answer "No": it combines and explicitly "no", and "no more than yes." Answer questions follows a fairly fast pace, without considering a long time for a long time. The answer that the first one comes to mind is usually the most accurate.
Sprinkment text:
1. In addition, I, as a rule, is optimistic, I hope for success.
2. In the activity, I am usually active.
3. Showing the manifestation of the initiative.
4. When fulfilling responsible tasks, I try to find the reasons for them to refuse them.
5. Often choosing extremes: either very light, or completely impracticable tasks.
6. When meeting with obstacles, as a rule, do not depart, but I am looking for ways to overcome them.
7. When alternating success and failures, it is inclined to reassess their success.
8. The productivity of the activity mainly depends on my own dedication, and not from external control.
9. When performing sufficiently difficult tasks in the conditions of time limiting the effectiveness of my activity deteriorates.
10. Tell perseverance in achieving the goal.
11. Slap to plan its future to a sufficiently distant perspective.
12. If risk, then, rather, thoughtfully.
13. I'm usually not very persistent in achieving the goal, especially if the external control.
14. I prefer to set an average of difficulties or slightly overpriced, but achievable targets than strive to impossible.
15. In case of failure, when performing any task, its attractiveness for me is usually reduced.
16. When alternating success and failures, I am prone to revaluation of my failures.
17. I prefer to plan my future only for the near future.
18. When working in conditions of limited time, the performance of the activity is usually improved, even if the task is quite difficult.
19. I, as a rule, do not refuse the goal, even in case of failure on the way to its achievement.
20. If I chose myself a task, then in case of failure, its attractiveness increases for me even more.
The key to the questionnaire
Yes: 1, 2, 3, 6, 8, 10, 11, 12, 14, 16, 18, 19, 20.
No: 4, 5, 7, 9, 13, 15, 17.
Processing results
For each coincidence with the key response, the subject receives 1 score. The total number of scored points is calculated.
1-7 points - The motivation of fear of failure is diagnosed.
14-20 points - Success motivation is diagnosed.
8-13 points - The motivational pole is not pronounced.
8-9 points - There is a certain burden to motivate the fear of failure.
12-13 points - Communication to the motivation of success.
2. Determine communicative self-control level in communication Using the test M. Snider.
1. It seems to me difficult to imitate the manner of behavior of other people.
2. I would probably send a fool to attract attention or reclaim the surrounding.
3. From me could get a good actor.
4. Other people sometimes seem to be worried about something more deeply than it really is.
5. In the company I rarely find yourself in the spotlight.
6. B. different situations And in communicating with different people, I often behave completely differently.
7. I can defend only what is sincerely convinced.
8. To succeed in affairs and in relations with people, I try to be as expected to see me.
9. I can be friendly with people that I will not endure.
10. I am not always like that I seek.
Processing results
One point is charged for the answer N per 1, 5, 7 questions and for the answer in - on all the others. Calculate the amount of points.
Evaluation
0-3 points- low communicative control;
4-6 points- medium communicative control;
7-10 points - High communicative control.
3. Determine your capabilities using the test " Communicative readiness for dialogue with child» .
Instruction. Read carefully every question and select one of the proposed response options (A, B, B).
Questions:
1. Which of the students, in your opinion, needs a trustful conversation?
a) poor; b) undisciplined; c) everyone.
2. What are your actions if the child is clearly evading the conversation?
a) I demand that he stay after lessons;
b) I propose to choose a suitable day;
c) patiently waiting for a convenient case.
3. What educational goals for you are priorities in a conversation with a child?
a) refinement of motivation of behavior;
b) assistance in finding a sense of personal responsibility for actions;
c) prompting to aware of their mistakes.
4. How do you prefer to contact the student?
a) on "you"; b) on "you"; c) by name, not by last name.
5. Where do you start a conversation?
a) from setting specific issues;
b) with the creation of a confidence atmosphere;
c) from the message of the conversation.
6. What do you emphasize your attention?
b) on the subtext of speech statements;
c) on manners, the appearance of the child.
7. How often do direct questions?
a) often; b) rarely; c) never.
8. What situation do you have more often?
a) you say more;
b) the child says more;
c) you and the child speak proportionally.
9. What pedagogical actions consider preferable in a conversation with a child?
a) I listen carefully to understand the inner meaning of his words;
b) on equal terms I exchange thoughts and feelings;
c) encourage me to listen to me to provide the necessary impact;
10. What inspires you in the interlocutor?
a) self-criticism; b) trust; c) the desire to like.
11. What are your reactions to children's deception?
a) openly express indignation;
b) patiently listen without comment to better understand the reasons;
c) I explain why to deceive shame.
12. What manifestations of the child inspire you a great trouble?
a) secrecy; b) aggressiveness; c) False.
13. What do you think Pedagogically appropriate?
a) to achieve consent from the child;
b) encourage the open criticism of your position;
c) encourage the desire to defend their point of view.
14. What mood you are aspiring to initiate a child by the end of the conversation?
a) repentance in errors and actions;
b) confidence in the ability to solve their problems itself;
c) dissatisfaction with itself.
15. What feelings are you experiencing more often at the end of the conversation "?
a) chagrin, because I do not seek the repentance of the child in unseemless actions;
b) satisfaction because I get closer to him;
c) Confidence that the right way to be found in its upbringing.
16. What conversation consider pedagogically efficient?
a) if she helped to better understand the child;
b) if she helped him understand herself;
c) If she helped the child it is better to understand you.
17. What gives you a dialogue with a child in a personal plan?
a) Fresh look at the world;
b) impetus to self-improvement;
c) a more adequate idea of \u200b\u200bthe reserves of a childish personality.
Processing results
Evaluation: Option A - 3 points; option b - 5 points; Option B - 3 points.
0 - 27 points - Extremely low level of developmental readiness for dialogue with a child;
28 - 45 points - critical level;
46 - 65 points - enough level;
66 - 85 points - high level.
4. Determine your level socio-perceptual culture .
Getting Started by the phenomenon of the teacher's communicative culture, firstly, it is necessary to note those trends in the development modern societywho served as the active interest of scientists from various science areas for the study of this phenomenon. Secondly, for a more accurate disclosure of the entity of the phenomenon of communicative culture, a more detailed consideration of one of the main areas of manifestation of communicative culture is directly pedagogical communication.
It should be noted that the current trends of the information and communicative transformation of society as never before the issues of communicative interaction, cooperation, mutual understanding. In connection with these, the role of communicative culture as a factor of sustainable development and humanization of human relationships with the surrounding world increases. At the same time, humanization of education, the new requirements for the teacher's personality suggest increased attention to the various characteristics of the professional culture of the teacher, including communicative.
Appealing to the consideration of the concept of pedagogical communication, we note that this phenomenon has become the subject of special scientific pedagogical studies Relatively recently - in the 70s - 80s. XX century
The problem of pedagogical communication is devoted to a significant amount of research, the analysis of which allows you to allocate several aspects in its study. First of all, this is the definition of the structure and conditions for the formation of communication skills of the teacher. In this aspect, the development of active methods social learning: role-playing games, social and psychological trainings, discussions, etc. With their help, teachers master the ways of interaction, develop sociability.
Another direction is to study the problem of mutual understanding between teachers and trainees. They are meaningful due to the fact that contact is possible only in conditions of a fairly complete understanding between communicating, the achievement of which requires the search for certain conditions and techniques.
A special group of research is those that study the rules implemented in pedagogical communication. First of all, these are research on the problem of pedagogical ethics and tact. Pedagogical system In this case, the "student teacher" is considered as a certain cultural community, in which a large role is given to the implementation of socially approved norms of behavior: a valid attitude towards man, goodwill, sociability, etc.
These and other aspects of studying pedagogical communication, mutually complementing each other, show its complex and multifaceted character in educational process. Pedagogical communication in the most part is sufficiently regulated by content, forms, and therefore it is not only a way to satisfy the abstract need for communication. It distinguishes the role-playing positions of the teacher and trainees, reflecting the "regulatory status" of each. Their content is determined by the statutory documents, curricula and programs.
Thus, pedagogical communication is a multifaceted process of organizing, establishing and developing communication, mutual understanding and interaction between teachers and students, generated by the objectives and content of their joint activities.
In modern studies on the problem we studied, the communicative culture of the teacher is considered as a system-forming component of common and pedagogical culture, the integral component of the professional competence of the teacher.
I.I. Zaretskaya determines the communicative culture as a component of pedagogical culture.
Considering the role of communicative culture in the composition of pedagogical culture, two substructures can be distinguished in a pedagogical culture:
values, knowledge, skills, skills, personal qualitiesmeaningful to implement effective pedagogical activities (activity);
values, knowledge, skills, skills, personal qualities, meaningful for the implementation of effective pedagogical communication (communicative) (Figure 1.1).
Figure 1.1 Structure of pedagogical culture according to I.I. Zaretsky
But these two substructures cannot be represented in the form of two separate components of the pedagogical culture that exist as two sides of the same phenomenon, on the contrary, they interpenetrate, impose on each other. The communicative component at the same time plays an important role. It allows you to externalize the components of the activity component, that is, methodical, didactic knowledge, skills, personal qualities, to realize them in practice, bring them to the student, "visualize" them.
Turning to the origins of the emergence of scientific interest in the phenomenon of communicative culture, we note that the concept of communicative culture has entered the scientific discourse with the emergence of sustainable interest in communication and information issues. However, the idea of \u200b\u200bcommunicative culture itself has arisen much earlier, first of all, within such scientific disciplineslike ethics, rhetoric, the theory of communication, which laid many ideas of human communication culture, principles and ways of its successful implementation. Currently, the phenomenon of communicative culture is actively investigated by representatives of various scientific areas: philosophers, psychologists, sociologists, cultural scientists, linguists, etc. Consequently, there are various approaches to the consideration of this phenomenon, and various interpretations of the term communicative culture reflect the process of its research.
So, V.S., Ginnev identifies the concept of "culture of communication" and determines it "as a special system of typical on the manifestation of emotional-sensual, rational and volitional behavior reactions based on the community of specific socio-significant conditions for their livelihoods." At the same time, it focuses on both the importance of the psychological characteristics entering into communication with the personality of man and the actual social (economic, political, spiritual, ideological) characteristics in the content of the culture of communication.
LD Likhachev, also denoting the "Culture Communication" phenomenon, emphasizes its moral and spiritual content, including: "Education, spiritual wealth, developed thinking, the ability to comprehend phenomena in various areas of life, a variety of forms, types, ways to communicate and its emotional and aesthetic modifications: a solid moral basis, mutual confidence of subjects of communication; His results in the form of mastering truth, stimulating activities, its clear organization. " I.I. Rydnov introduces the concept of "culture of communicative interaction", highlighting its following indicators:
1. adequacy of students' responses for pedagogical actions and teacher actions, synchronization of joint activities;
2. Emotional and cognitive activity, atmosphere of creative search and cooperation;
3. Compliance with moral and ethical standards in the business and interpersonal communication of the teacher and students.
E.V. Rudensky, considering the communicative culture of the teacher's personality as a system of its qualities, includes the following components into its structure: creative thinking, culture of speech action, culture of self-configuration for communication, culture of gestures and plastic movements in a situation of communication, culture of the perception of communicative actions partner communication, culture of emotions , culture of communicative skills.
In our opinion, despite the comprehensive analysis of this phenomenon, an understanding of communicative culture E.V. Rudensky, I.I. Rydnova is too technologically and does not take into account the "generalizing" component, the basis of communicative culture - its humanistic character. This fundamental quality of communicative culture indicates A.V. Mudrik: "Aura Words" Culture "-gumanist".
By definition A.V. Mudrica, communicative culture as a component of the professional culture of the personality of a specialist is a system of knowledge, norms, values \u200b\u200band patterns of behavior adopted in society and the ability to organically, naturally and easily implement them in business and emotional communication. As part of communicative culture, A.V. Mudrick allocates the following important components: psychological peculiarities personalities, including sociability, empathy, the reflection of communicative activities, self-regulation; Features of thinking, expressed in openness, flexibility, non-standard of associative series and internal action plan; Social settings that are interested in the process of communication and cooperation itself, and not to the result. He pays special attention to the fact that communication is important not only to get himself, but also to give others, indicates the importance of the formation of communicative skills.
E.V. Shevtsova characterizes communicative culture as a condition and prerequisite for the effectiveness of professional activity and as a goal of professional self-improvement.
A. Can Calik, a psychologist, wrote that pedagogical labor has more than 200 components in its structure. Communication is one of its most complex sides, as it is carried out the main thing in pedagogical work: the impact of the teacher's personality on the identity of the student. One of the important qualities of the teacher is the ability to organize a long and effective interaction with students. This ability is usually associated with the communicative abilities of the teacher. The possession of professional-pedagogical communication is the most important requirement for the personality of the teacher in its aspect, which concerns interpersonal relationships. According to the scientist, communicative culture is expressed in the ability to establish humanistic, personal-oriented relationships with students and colleagues, which suggests the presence of a specialist:
Orientation on recognition positive qualities, strong Parties, the significance of the other;
Ability to empathy, understanding and accounting for the emotional state of another;
Ability to give a positive feedback to another;
The ability to motivate others on activities and achievements in it;
Specific communicative skills: welcome, communicate, ask questions, respond, actively listen, evaluate, ask, maintain, refuse, etc.;
Respect for yourself, knowledge of own strengths, the ability to use them in their own activities;
The ability to exercise pedagogical support for the organization of joint activities and interpersonal communication of students;
Speech culture.
By definition I.A. Mazaoa is at the heart of the communicative culture lies the total culture of the personality, which represents a high level of its development, expressed in the system of needs, social qualities, in the style of activity and behavior. Therefore, in the maximum degree of communicative culture includes essential personal characteristics, namely, the abilities, knowledge, skills, skills, value orientations, installations, features of nature, and is a prerequisite successful implementation Personality.
V.A. Salazhenin analyzes the concept of communicative culture, making emphasis on the methodology and technology of pedagogical communication, the level of mastering of which predetermines the productivity of pedagogical activities. To understand the essence of the teaching technology, it appeals the concept of "communicative task", since the process of professional-pedagogical communication it represents as a system of communicative tasks. Thus, there are currently different definitions of communicative culture, which describe the various components: a value attitude to communication, evaluating itself as a subject of interaction, willingness to cooperate with other people, a totality of knowledge, skills and skills, communicative abilities. Accordingly, in determining the structure of communicative culture, the researchers of this phenomenon allocate its various elements.
So, I.F. Komogortseva developed a model of culture of pedagogical communication, identifying three groups of components: professional, psychological and socio-ethical. Figure 1.1 presents a model of culture of pedagogical communication, proposed by I.F. Komogortseva.
Figure 1.2 Frastructure of culture of pedagogical communication by I.F. Komogortseva
Representing the structure of pedagogical communication, I.F. Komogortseva comes from a holistic approach to the personality of the teacher and argues that it is impossible to form a teacher's personality without such psychological properties as imagination, pedagogical thinking, attention, observation, will. Suggested by her such properties of psyche, as empathy, reflection, substantiate A.A. Lenteva. Socio-ethical and professional components are nominated and substantiated in the works of N.V. Kuzmina, V.A. Salted ..
S.K.Bermetbaeva offers the meaningful structure of communicative culture, graphic image which is presented in Figure 1.3.
Figure 1.3 Structure of pedagogical culture by S.K. Berkimbaeva
In the work of Yu.V. Ushata communicative culture is presented as an integrative, dynamic, structural-level education, represented by a set of motivational component of professional activities and pedagogical communication, communicative knowledge, communicative skills and skills, communicative-significant personal qualities, ensuring productive professional communicative activities in their interaction. The researcher defines the content of the teacher's communicative culture as a value attitude towards another person, to communicate as a whole, to professional communication in particular, as a sufficient level of development of reflection, empathy, sociability, tolerance, as the level of communicative competence, knowledge of communicative techniques. Yu.V. Uschev determines the communicative culture, on the one hand, as a specific method of human activity, the method of activity of the teacher, on the other, as the process of self-realization of the teacher's personality. As the main components of the communicative culture, it considers the motivational, meaningful, practical effective, personal, which are presented in Figure 1.4.
Figure 1.4 - the structure of communicative culture, criteria and formation indicators for Yu.V. Ushacheva
Revealing the meaning and role of each of the proposed Yu.V. The uhashey components of the communicative culture should be noted that the mandatory component of any activity, including the activities of communication, is the motivational component. The motive is a kind of activity that determines its direction, as well as the magnitude of the efforts developed by the subject in its execution. This, on the one hand, the need of personality in communicative activities, the sustainability of interest in communication, the desire for it. On the other hand, this is a need for professional, pedagogical communication, this is, in general, motivation to the performance of professional activities, the direction of professional activity, which involves constant and long-term communication.
The valve component of communicative culture includes communicative knowledge. They constitute the theoretical readiness of a specialist for communicative activities, the essence and purpose of which - adequately reflect reality. It is this degree of adequacy that predetermines the ability of knowledge to be a guide to action.
The practical effective component consists of communicative skills as a set of conscious communication actions that allow the use of communicative knowledge for full and accurate reflection and transformation of reality, and communicative skills - automated components of conscious actions that contribute to rapid and accurate reflection of situations and defining the success of perception, an understanding of the objective world. and adequate impact on it in the process of communication.
Undoubtedly, a complex of communication skills can be formed only in the presence of certain communicative and significant qualities of personality: empathy, tolerance, balance, sincerity, responsibility, politeness, goodwill and others. The presence of a set of communicative and meaningful personal qualities is the personal component of communicative culture and ensures the effectiveness and effectiveness of communicative activities.
Empathy includes an understanding of another person based on the analysis of his personality; emotional empathy another person, the response to the feelings of another person and the expression of his feelings; The desire to promote, help another person.
In close connection with Empathy, the pedagogical tact is considered.
Pedagogical tact - there is a sense of reasonable measure based on the correlation of tasks, conditions and capabilities of participants in communication. Tact has the choice and implementation of such a measure of the pedagogical impact, which is based on attitude to the personality of the student as a major value; This is a thin line between individual influences, this is natural, simplicity, appeal without familiarity, sincerity without falsehood, confidence without connivance, please without causing, recommendations and advice without intrusiveness, impact in the form of warning, suggestion and requirements without suppressing independence, severity without stretching, Humor without mockery, demanding without quit, perseverance without stubbornness, business tone without dryness. Pedagogical beat is one of the forms of implementing pedagogical ethics.
The most important quality of communicative culture is tolerance (tolerance). Tolerance is associated with conscious inability to overcome immediately many weaknesses and imperfections of the human race. This refers to a random, sometimes unconscious manifestations of arrogance, to the psychological incompatibility of characters, stress, etc. Tolerance can be attributed to the form of behavior both in production and in everyday life. Everywhere she, as a rule, creates mutual trust, understanding, frankness, helps to overcome conflict situations, contributes to the manifestation of goodwill and deep humanity, helps the psychological "wipe" of characters.
Yu.V. Ushacheva proposed a system of evaluation criteria for the level of formation of the Communicative culture of the teacher, presented in Figure 1.3. The combination of four criteria and the corresponding indicators form formation levels of communicative culture: reproductive-spontaneous, passive, productive, creative.
The studies of the communicative culture of the social teacher in the works of V.P. also deserves attention. Smorchkova. The scientist determines the following subsystems in the structure of communicative culture:
ethical-axiological (manifests itself in ethical and communicative values \u200b\u200band communicative relations);
procedural activity (includes communicative strategies and communicative technologies);
information and semiotic (presented with social intelligence and semiotic competence).
V.P.Smortchova notes the following aspects of the manifestation of communicative culture:
· As an integral professional personality qualities of a social teacher;
· As the main professional tool of socio-pedagogical activities;
· As a way to comprehend the communicative meanings of social reality and its subjects.
Table 1 reflects the proposed V.P.Smorchkovsky system of criterion-performance signs of communicative culture:
Table 1 - System of criterion-indicative signs of communicative culture of the social teacher
|
Criteria for formation of communicative culture |
Efforts for the formation of communicative culture |
|
professional personal communicative qualities |
awareness, orientation of communicative and ethical values \u200b\u200band attitude towards them; the success of their implementation in socio-pedagogical activities; the desire for professional communicative improvement |
|
prognostic technological skills of communicative interaction |
awareness and focus of communicative strategies; the ability to simulate and predict a communicative meeting with subjects of social and pedagogical activities; ownership of communicative technologies and technicians; The ability to choose the optimal communicative technology to achieve a pedagogically significant result. |
|
semiotic potential |
the presence of systemic interdisciplinary, inconspicuous and communicative knowledge; the degree of development of social intelligence; possession of the operational skills of sensemosphere, senobonimania, sense formation and sense |
The researcher represents the components of communicative culture in the form of successive levels: intuitive-empirical, reproductive-pragmatic, productive-value, creative-imperative. After analyzing and summarizing modern scientific research on the issue we studied, we note that the communicative culture of the teacher has the following functional characteristics:
the humanistic function is manifested in the unique potential to produce elements of humanity, humanity in other people, to turn humanity to substantive reality;
the ethical function requires the practical implementation of ethical norms, their broadcasts to society, a specialist missions to be a human model of higher morality;
the educational function is directly influenced by the behavior, thoughts, feelings of the pupil, in the ability to "broadcast itself in the pupil" through joint communicative activities;
the integrative function acts as an important condition for the integration of culture and morality, culture of the personality and culture of activity;
regulatory function reflects the role of communicative culture as internal determinants of professional activities;
the therapeutic function is implemented through the facilitator communicative relations, imposing empathy, sympathy, understanding, tolerance;
the cognitive function creates the potentials of the intellectual development of the pupil, enriching it with new knowledge;
the emotional function is reflected in the general psychological atmosphere, emotional well-being of the subjects of interaction; helps to find adequate communicative means to maintain positive emotions or, on the contrary, overcoming negative;
the reflective function is associated with the self-knowledge of the communicative "I", the motives of its communicative actions, awareness of the need for self-development and self-improvement.
Summing up the above, it should be noted, firstly, that as a consequence of the current trends in the information and communication transformation of society as a whole and the field of education, in particular, active scientific research on the issues of the communicative culture of the personality of the teacher, university students - future teachers are conducted.
Secondly, the communicative culture of the teacher is characterized as a condition and prerequisite for the effectiveness of professional activity and as a goal of professional self-improvement.
Thirdly, after analyzing the literature on the subject studied, we consider the communicative culture of the teacher as a professionally significant, integrative personality quality, providing effective pedagogical communication, including the following components: Communicative knowledge, skills, skills; Communicative orientation, humanistic position, communicative creativity.
State treasury educational institution Rostov region for orphans and children left without parental care, orphanage №17 Taganrog
Topic: "Communicative culture of the educator as a condition of personal-oriented education"
Educator Tereshchenko G.V.
The content and psychology of pedagogical activity is determined by social factors - the place and functions of the educator in society, the requirements of society to the educator; Then socially psychological factors: the social expectations of the surrounding teacher of people in relation to his personality and activities, its own expectations and installations in the field of its pedagogical activities.
Three components of pedagogical detail are distinguished: constructive, organizational, communicative.
The communicative component includes the establishment and maintenance of relations with pupils, relatives of pupils, administration, teachers, colleagues. In my essay, it will be about establishing and maintaining relations: the educator is a pupil. It is the relationship of the educator to pupils determines the success of its constructive and organizational activities and the emotional well-being of the child in the process of upbringing.
Communicative culture of the educator is a manifestation of humanistic orientation and individual creativity in the implementation of functions and objectives of professional and socially pedagogical activities.
A number of most serious requirements are presented to the teacher's personality. The main and permanent demand for teacher is love for children, e-pedagogical activities, the availability of special knowledge, broad erudition, pedagogical intuition, a high level of common culture and morality, professional possession of various methods of raising children.
An oriented children's home, organizing an educational process of a person-oriented orientation, one of its tasks considers the formation of new interpersonal relationships of the pupil with people, including new goals, new tactics and communication methods. The listed components of personal-oriented interaction allow the child to ensure a sense of psychological comfort, confidence in the surrounding, joy of life.
A special role is given to the position of the teacher in communication, which is characterized by the recognition of the pupil as an equal partner in terms of cooperation, orientation for the interests of the child and the prospects for its development. Supporters try to create in the group such a pedagogical situation that allows the pupil to express themselves, tell or prove something and adults and other participants in communicative activities. Then the child turns out to be in the center of attention, becoming a subject of speech, with his needs, interests, attitude to the content and shape of the text generated by him or statement.
But in order to introduce a pupil into an active speech situation and teach it to navigate it in it, it is necessary to raise the level of communicative culture of the teacher before the need to see the person in the child. The tutor is invited to learn several elementary rules of practical dialogics:
Highlight the other of the many persons - to figure it out;
Take another way what it is;
Help another know yourself, people, peace;
You can raise another, only raising yourself;
Communication of the pupil and the educator - the basis of the pedagogical process;
It is possible to teach communication only in communication;
Listen - also communication;
The educator is the organizer of educational cooperation of pupils;
The pupil learns himself when he teach another;
The difficulty of communication is at the same time the difficulty of knowledge.
The conduct of communicative dialogue with pupils requires a high culture tutor - linguistic, moral, psychological, pedagogical.
The culture of the dispute is ensured by compliance with the following pedagogical rules:
Perception of disagreement of pupils as natural reaction, consequences of a critical attitude to information;
Accounting for the deep motives of the confrontation of pupils (the need for personal self-affirmation, increasing the status in the medium of peers, resentment, emotional initiation, state of psychological discomfort);
The expression of low-level benevolence towards the opponent, despite the reputation and status;
Interested and respectful attitude to any point of view, even absurd, care for the preservation and increase of the prestige of each pupil;
A critical assessment of specific actions, not a person as a whole;
Control over the emotional tonality of the dispute to prevent its outstanding into a quarrel;
When defending his opinion, the use of generally accepted etiquette standards, willingness to recognize errors;
Readiness to make compromise decisions, given the interests of pupils, their needs;
Tolerance, fascination in trifles;
Disciplining pupils with the help of indirect effects - the adventure of attention, jokes.
Dominance of expression of optimism.
The success of pedagogical interaction depends on the level of speech culture of the teacher, the formation of which is one of the important tasks of the professional formation of a teacher and especially its self-development and self-education.
The indicator of the communicative culture of the educator is, first of all, a humanistic position (interest in another person, to the study of himself), and then the means, communication techniques. It is important for the teacher to remember that optimal communication is not the ability to keep discipline, but exchange with pupils of spiritual values; mutual language With children - this is not the language of teams and obedience, but a language of trust.
What pedagogicals communicative skills Should the educator? First, be able to build communication tasks, including the creation of the conditions for psychological safety in communication and implementation of domestic reserves of communication partner, as well as interconnection of information, interconnection, interaction.
Secondly, be able to use primes contributing to the achievement of a high level of communication, and this is:
Be able to understand the position of another in communication, to show interest in his personality;
Own funds of non-verbal communication (Mimic, gestures);
Be able to get up not to the point of view of the pupil;
Be able to create an environment of confidence, tolerance towards another person;
Be able to own different roles as a means of warning conflicts in communication;
Being ready to thank the pupil in time, if necessary, apologize to him;
Be able to maintain equal attitude to all children;
To be able to treat individual aspects of the pedagogical situation with humor, not to notice some negative moments, be prepared for a smile;
To be able to influence the pupil is not directly, but indirectly, through the creation of conditions for the appearance of the desired quality in the child;
Be able to not be afraid of feedback from pupils;
To be able to act in the situation of a public speech close to theatrical;
Be able to establish emotional contact, conquer the initiative in communication;
Ensure emotional comfort to a child in the group.
Pedagogical communication is a form of educational interaction, cooperation of the educator and pupil.
The communicative qualities of the personality that make up the basis of pedagogical communication include:
speech characteristics;
clear diction;
expressiveness;
personal features;
sociability;
openness;
the ability to listen and feel people.
The basis of the community culture of the teacher is sociable - a steady desire for contacts with people, the ability to quickly establish contacts. The presence of a teacher sociability is an indicator of a sufficiently high communicative potential.
Personality as a personality property includes, according to researchers, such components as:
Communicability - the ability to experience pleasure from the communication process;
Social relationship - the desire to be in society, among other people;
Altruistic tendencies - empathy as an ability to sympathize, empathy, identification as the ability to transfer themselves to the world of another person.
Serious obstacles in the interaction of the educator and the pupil create:
inexpressive speech;
speech defects;
nonsense;
immersion (when establishing contact with the pupil, finding an individual approach to it)
Pedagogical activity implies communication constant and long. Therefore, Pedagogis is undeveloped sociable, quickly tired, annoying and do not experience satisfaction from their activities in general.
The educator should know the patterns of pedagogical communication, possess communicative, pedagogical abilities to achieve high results of the education of children, this is:
Didactic abilities that allow the educator to cause cognitive activity in pupils;
Expressive abilities allowing the educator to find the best emotional and expressive form of material presentation;
Perceptual abilities - are expressed in the psychological observation of the teacher in relation to pupils, penetration into their inner spiritual state, a deep understanding of the age and individual characteristics of educated;
Organizational abilities that provide discipline and order in the group;
Academic abilities, they are associated with the assimilation of knowledge, skills and skills in a particular area;
It is important to have a culture of the hearing - this is a process during which relations between people are established, a feeling of mutual understanding arises, which makes any communication effectively.
An important characteristic of professional pedagogical communication is style. Style is the individual-typological features of the interaction of the educator and the pupil. It takes into account the features of the communicative opportunities of the educator, the achieved level of the relationship between the teacher and the child, the creative personality of the educator, the characteristics of the group. Teaching style of a teacher with children is a category Social and moral. The style is manifested: in temperament, in the selection of funds of education and means of psychological and pedagogical impact on children.
Incorrectly found style of pedagogical communication can adversely affect pupils, in turn, the style corresponding to the unique personality of the teacher contributes to solving many tasks.
To establish a normal relationship between the pupil and the educator, the culture of communication is important. Ancient commandments say that everyone who wants to enjoy communication is necessary:
Confidence in whom you communicate, faith in the fact that he is good and located to you, ready to communicate with you;
Respect for the one with whom you communicate, the recognition of the person is the highest value and communicate with him must be carefully and polite.
In the professional culture of the teacher, the level of its moral lupification is manifested. Pupils, first of all, highly appreciate the intelligence and delicacy of the educator, i.e. His ability to be polite, correct, sparing the pride of children, sympathize with them, be sincere, unlockable. Pedagogical etiquette assumes an agreement on what to consider adopted in behavior and activity, and what is incomprehensible.
Pupils quickly learn to evaluate whether the teacher is delicate as far as its demanding and principle is complied with them in communicating with their colleagues, relatives of pupils, pupils.
The laws of ethics of the educator:
Treat your child with respect, love, kindness.
Do not let yourself rude, daughter judgments.
Be tactical, never emphasize your superiority in communicating with the child.
In any conflict situation, learn how to find and offer a reasonable optimal solution.
Be tolerant of human disadvantages and weaknesses.
Detect to spare the pride and dignity of other people.
Never find out with anyone relations in the presence of outsiders
Do not start anything in anger.
In any life situation, remember: you are a teacher, with you demand for behavior, image of thoughts.
Remember the Gold Ethics Rule: Treat people as you wanted to treat you.
The communicative side of pedagogical activities is manifested in the entire pedagogical process. The implementation of an individual campaign, as one of the parties to the community activity of the teacher, also determines the success of his work. The educator should notice and take into account the characteristics of the pupil, which prevent or help him, and respond to them accordingly. So, the slowness of the child associated with its temperament requires patience and tact of the educator. It should be remembered that it is the communication components of the caregiver in most cases that cause deviations as a result of education.
The development of communicative tolerance and the formation of a positive image of a teacher promotes the knowledge and implementation of the "Commandments of Communication" (A. B. Dobrovich):
Relationships with people is the main thing in any activity, and even more so in the pedagogical. Think over your relationship with the surrounding people, build them on mutual understanding and trust.
Communicating with a person, never focus on achieving your specific goals and tasks. As a teacher, do not turn into an official for whom the program, the plan is the main thing. Do not forget that the child, his interests, aspirations, his present and the future is the meaning of your work.
Learn to see in every person, the child is what distinguishes him from others, the "highlight" that makes it unique, unique. Remember that each person is unique and to everyone needs his approach.
Having come to a person, leave your problems, ambitions, established stereotypes. Speaking with a person, communicate with him, and not with his official status, with its presses about him. The need for equality is inherent to everyone, and even more to children.
Learn to see yourself as if from the side, the eyes of other people. Analyze how you behaved in time with them, strive to put yourself in the place of that person with whom communicate.
More often smile people. A smile has surrounding people to you, creates a favorable emotional attitude. It causes other desire to communicate with you.
The largest luxury on Earth is the luxury of human communication - A. Saint-Exupery.
Introduction
1. Theoretical basis for the study of the community culture of the teacher
1.1 Communicative culture of the teacher as the main requirement for teacher training
2 speech portrait of a modern teacher
3 Type of speech culture of the modern teacher
4 Modern Language Situation and Speech Culture Problems
2. The practical foundations of the study of speech culture and the formation of will in the teaching staff
2.1 Theoretical Justification of the problem, carrying out the psychological diagnosis of the level of formation of communicative culture among the teaching staff
2 Conducting the diagnosis on the identification of the force of the teaching staff
Conclusion
List of sources used
Appendix A.
Introduction
How to become a teacher demanded by children and society today? How do you need to master to achieve mutual understanding and mutual trust with pupils, their parents, with colleagues?
All the difficulties faced by the teacher are explained by violation of the culture of communication. Frequently often almost any teacher is concerned about the complexity or visible inability to establish contact with students. Incomprehensible inner psychological position of the pupil; There are complexity of the organization of dialogue in classes. It happens that the teacher demonstrates the inability to flexibly respond to spontaneously emerging non-standard situations. There are conflicts with parents, incomprehension of installations, interests, needs. In modern information space The problem of the development of the communicative culture of teachers becomes particularly relevant. In society with open boundaries, the number of specialists who must own skills increase speech communication, and first of all at the professional level. Therefore, the teacher is needed to sufficiently formed communicative skills, which are the most important component of the communicative culture. Pedagogue as a specialist "Man-man" system should have a high communicative culture, which implies the presence of communicative knowledge, skills, abilities, as they develop important psychological qualities that are components of the competence of the teacher.
In this paper, we consider the peculiarities of the speech culture of the modern teacher.
The purpose of the study is to consider the essence of the communicative culture of the modern teacher.
The object of research is the communicative culture of the teacher of vocational education.
The subject of the research is the influence of the communicative culture of the teacher for the learning process.
Research tasks:
To identify and reveal the prerequisites for the formation of the communicative culture of teachers.
Determine the features of manifestation and formation of communicative culture
Determine the structure of pedagogical communication.
To study the formation of the communicative culture of teachers.
Analyze the results of testing and based on the results of the study to develop recommendations on the development of a communist culture of the teacher.
During the study, methods were used: theoretical analysis of pedagogical, psychological and methodological literature on the problem, observation, testing, generalization of best practices.
1. Theoretical basis for the study of the community culture of the teacher
1 Communicative teacher culture as a basic requirement for teacher training
Communicative culture of the teacher is one of the most important components of professional-pedagogical culture. The need for its formation is due to the fact that the teacher is constantly included in the communication process, providing for various and multifaceted relations with those who become a partner in contact within the framework of the educational process. These relationships arise and develop in the process of joint activity, the most important condition for the implementation of which is communication.
Communication is the basis of pedagogical activity. From how the teacher communicates with students depends on the degree of their cognitive interest in the subject and largely determines the effectiveness of mastering subject knowledge and skills, affects the culture interpersonal relationship, creates the corresponding moral and psychological climate educational process. Communication is an important condition for the socialization of the person.
According to a number of psychologists, we can talk about the communicative culture of the teacher as a system of qualities, including:
Creative thinking;
The culture of speech action, under which the ownership of a regulatory speech, excluding lexical, stylistic, orphoepic and other violations;
culture of self-configuration for communication and psycho-emotional regulation of its condition;
culture of gestures and plastic movements;
culture of perception of communicative actions;
culture of emotions.
The problem of communication was reflected in the works of many researchers, which communicative activities treat as a process of perception and understanding of each other by people. The authors argue that it is the mastery of educational methods that ensures the humanist nature of relations between the teacher and students, forms the personal potential of the child. All they say the view that the formation of the basic foundations of pedagogical communication gives the opportunity to be successful in its own activity, realize the identity of the child in all its manifestations. This is due, in the opinion of the authors, by the fact that the teacher, entering into communication with the student, establishes personal contacts with him, realizing his manifestations, can be in the position of the interlocutor and to understand the nature of his behavior. Communication allows not only to understand the model of the inner world of the interlocutor, but also rebuild it, indirectly influence behavior.
The process of transmitting coded information from subject to the object is active, dialogic. Communication can be interpreted as a subject's information connection with one or another object or as a process of participation, complicity and acceptance of another, allowing you to understand each other and unite around something. This is a very important position, as the teacher should be ready to combine students in unified activities to achieve goals.
I believe that the development of communication methods is an indicator pedagogical mastery and teacher's creativity.
Analysis of pedagogical studies on the problems of training of specialists reveals that communicative culture is considered by the authors as component Teacher's pedagogical culture as the leading requirement of modern education.
Due to the fact that we are interested in the concept of communicative culture, we present it as an integral pedagogical culture, characterized by personal and professional value, a focus on another subject of the pedagogical process that is emerging in all activities and communication. In our concept, communicative culture is presented as:
the ability to coordinate and relate their actions with others, the adoption and susceptibility of the other, the selection and presentation of arguments, the ability to nominate alternative explanations, discussing the problem, understanding and respecting the opinions of others and on the basis of this to regulate relations to create communion of students in achieving a common goal of activities ;
the need for another, to expand the borders of communications, to comparison points of view, to become the position of their students;
readiness for flexible tactful interaction with others, to reflective activities, to the design of communicative skills and the use of them in the new situation.
Thus, the analysis of research allowed us to find that communicative culture acts as an important condition in the formation of an image of a culture and morality, the requirement for a teacher's personality and an indicator of the organization of pedagogical activities, characterizes the meaningful senses of personality, methods and means that ensure the understanding and interaction of the teacher and Child.
Communicative skills act as a complex of conscious communicative actions based on the high theoretical and practical training of the teacher. In their combination, such skills and abilities make up the technique of pedagogical communication or characterize the technological side of the community culture of the teacher.
1.2 Speech Portrait of a Modern Teacher
What should be the teacher of the new century? In public discussions recent years Different (often contradictory) characteristics are distinguished. One of the undoubtedly, the modern teacher must be immaculate to own the native language. D. S. Likhachev has repeatedly spoke about the significance of the speech portrait of the person: "The most reliable way to find out a person - his mental development, his moral appearanceHis character is to listen to how he says. If we notice the man's manner to keep themselves, His gait, his behavior and judge by them about a person, sometimes, however, the human language is a much more accurate indicator of his human qualities, his culture "[D.S. Likhachev: 1998 145 s]. It is speech behavior, language proficiency that is often determined by the attitude towards the teacher as at the first acquaintance with him, so in the process of long-term communication, make a teacher or an object of unconditional respect, or irony and even ridicule. Thus, paramount importance acquire the qualities of the teacher's linguistic personality, which, on the one hand, is understood as a set of communicative abilities, allowing it to carry out speech activities, on the other - as a totality distinctive features A specific native speaker providing him with communicative individuality.
The meaning of the teacher's speech in comprehending the young generation of the laws of development of nature, society, in acquiring the experience of moral relations with people - the fact is indisputable, proven by a centuries-old existence pedagogical profession. The teacher's activities are associated with the problems of speech development, and above all with a speech culture, which develops on the basis of the principle of objectively existing links between language and cognitive processes.
The problem of speech culture in professional activity was developed by psychologists and teachers L.S. Vygotsky, L.A. Vvedenskaya, P.Ya. Galperin, I.A. Winter, V.V. Ilyin, V.V. Kraevsky, A.N. Xenophonte, V.I. Maksimov, L.I. Skvortsov, L.V. Falcon and others. Out of speech activity it is impossible to imagine any sphere of human activity, communication of people, spiritual culture of mankind. Still hp Vygotsky allocated speech activity as fundamental and saw the richest opportunities for the development of the personality, consciousness, all cognitive processes man.
3 Type of speech culture of the modern teacher
Scientists F.N. Gonobolin and TA Ladyzhenskaya argue that the phrase "teacher's speech" is usually used by speaking oral speech Teacher (in contrast to the speech written).
Under the oral speech implies both the process of speaking, creating oral statements and the result of this process - oral statements. The oral speech of the teacher is a speech created at the time of speaking (in contrast to the voiced written speech, for example, reading out loud of the textbook paragraph).
Pedagogical speech is designed to provide:
a) productive communication, interaction between the teacher and his pupils;
b) the positive impact of the teacher to consciousness, the senses of students in order to form, correct their beliefs, motives of activity;
c) full perception, awareness and consolidation of knowledge in the learning process;
d) a rational organization of educational and practical activities Pupils.
The concept of "communicative behavior of the teacher" is closely connected with the concept of "pedagogical speech". Outstanding psychologist A.A. Leontyev in the work "Pedagogical Communication" under communicative behavior implies not just the process of speaking, transmission of information, and the organization of speech influencing the nature of relationships, the creation of an emotional and psychological atmosphere of communicating teachers and students, the style of their work.
The teacher's speech becomes a sample for children. Therefore, high demands are presented to the teacher's speech: meaningability, accuracy, logicality; lexical, phonetic, grammatical orthoepic correctness; imagery, sense expressiveness; emotional saturation, wealth of intonation, leisureness, sufficient volume; Good dictation, compliance with the rules of speech etiquette, compliance with the word teacher of his affairs. It is important to skillfully use and non-verbal means of communication (gestures, facial expressions, pantomimic movements).
Unfortunately, in the speech of a modern teacher, many stamps, it is not enough for example, expressive (in the semantic aspect), prevail simple sentencesThere are grammatical errors, dialectisms. The culture of the teacher's speech is determined by the level of its total culture. The constant work of the teacher over himself, the increase in the level of common culture will contribute to the growth of his pedagogical skills.
Throughout the day, the teacher should be more attentive both to his speech and the speech of children. Since with any disorders or deviations in the development of children can be detected speech problems. It is necessary to teach children to hear the image of speech, notice the mistakes in their own and someone else's speech, correct them. But in the work of modern teachers there are typical errors:
teachers are unnecessarily talking to themselves, do not ensure the active speech practice of children. Speech activity The teacher prevails over the nursery. It is important to ensure the speech activity of all children, and not only active, come to the rescue difficult to the child;
children do not have the ability to listen to others. Speech activity is not only speaking, but also a hearing, speech perception. It is important to teach children to listen and understand the speech facing everything, hear the teacher from the first time. One and the same question should not be repeated;
teachers repeat child responses, and children are not getting used to speak clearly, loud enough, it is clear for the listeners. It is advisable to emotionally respond to children's statements and summarize what has been said by children using a figurative vocabulary. Very often, teachers demand only "full" answers. Children's answers can be brief, and deployed. The nature of the response depends on the question: on the reproductive question - a brief answer, sometimes challenged. The search question is a detailed answer. Questions like: Why? What do you think? What do you remember? ... suggest detailed statements of children consisting of one or more suggestions.
IN modern school There are three types of teachers' language cultures (teachers):
Carriers of elite speech culture
Teachers with literary and conversational type of speech behavior
I will start with the characteristics of representatives of elitar speech culture. This is the perfect type of speech behavior of the teacher, unfortunately, in a modern school, found extremely rare.
The carriers of elite speech culture own the entire system of functional-style differentiation of the literary language and each functional style is used in accordance with the situation. At the same time, switching from one style to another occurs as it would be automatically, without much effort from the speaker side. In their speech there is no violation of the norms of the literary language in pronunciation, emphasis, education grammatical forms, wording.
One of the signs of elite speech culture is the unconditional observance of all ethical standards, in particular, the norms of the National Russian etiquette, requiring the distinction of you and sharing. You are chatted only in an unofficial setting. Never allowed one-sided you chat. They use the language creatively, their speech is usually individual, there is no familiar stamping, and in conversational speech - aspirations for the book. Teacher "First Type" must be kept, first of all, love for children and taught the subject. Friendly attitude is a pledge of a friendly speech and indulging in the desire to continue communication between the participants of the conversation. A good teacher, in the process of speech communication, it must be remembered that his speech should be:
Emotional, loud, clear, rich epithets and comparisons.
Orpoepically correct.
Confident why knowledge is needed.
Prepared: Any cases of unplanned conversation development should be thought out. Friendly answer to everything.
Much more often in school there are teachers who are carriers of the "mid-artistic" language culture. Their speech behavior reflects a much lower level of their common culture: the impossibility of creative use of the winged expressions of various eras and peoples, artistic samples of classical literature, ignorance of literary norms of pronunciation of words, and often their meanings give rise to language poverty, rudeness and irregular speech. Violations of utilities are not partial, but form the system.
As a result, all this is a speech behavior that is characterized by:
Irritation: When the student sets the question, and the teacher does not know the answer to him. Rudeness in voice.
The lack of gestures, which, as a rule, does not lead to contact.
Ignorance quote from artistic works (for teacher literature), because This does not lead to the perception of the material being studied.
Incorrect staging of stress, which is unacceptable for a teacher-writer. About the low general cultural level of such teachers speaks their excessive self-confidence: for example, making the wrong stress in the Word, many of them prove that it is correct that there are various options for the utterance rate.
I care about synonyms, comparisons, epithets.
Frequently repeatability of the same word in the process of explanation, with the exception of terminology.
Insufficient respect for the addressee. As a rule, this is expressed in incomplete following the norms of oral speech - the desire to speak long, complex phrases with consistent and involved. Thus, the integrity of the interlocutor is being carried out, the suppression of his desire to speak, upholding its, even incorrect, point of view. Far from the norms of public speech and therefore is virtually unfinished is the speech of representatives of even lower types of speech cultures. Today, many carriers of a literary language, for which the conversational system of communication is actually the only one, in any case, in the oral form of speech. Unfortunately, representatives of this type a lot and in mass school. Many teachers believe that with students it is necessary to speak to them the language understandable and, therefore, try, imitating youth speech culture, and partly and some slang turnover and expressions, teach the material. They think that in this way they will be able to conquer respect for schoolchildren, "join" in their world. However, as noted above, the teacher must be a role model for a student and in cultural and speech plan. The teacher is a person who brings up concepts in the child not only about morality, but also about culture, including the culture of communication. Therefore, this behavior is unacceptable. It should be noted that in most cases, young teachers, who often see their future friends in schoolchildren, should be "sin."
1.4 Modern Language Situation and Speech Culture Problems
Cultural scientists, psychologists, linguists, as well as writers and journalists there is a noticeable reduction in the overall level of speech and communicative culture at the turn of the XX and XXI centuries. The state of Russian speech, especially the speech of young people, causing deep concern not only among linguists and Russian teachers, testifies to the moral disadvantage of society, to reduce the intellectual plank, about the unwillingness of many yesterday's schoolchildren to obtain a full-fledged higher education. A noticeable shift in the direction of increasing the level of speech culture of society as a whole does not yet occur, contradictory and proposed ways to exit the cultural and speech crisis.
According to one of the leading experts in the field of culture of Speech O.B. Sirotinina, in the consciousness of carriers, the idea of \u200b\u200bthe standard of good speech has changed, the book replaces emphasized by the conversational and even non-leature [Sirotinina 2001: 152]. Recognizing the validity of this kind of estimates, it should be borne in mind that in each period historical Development Society is observed by the well-known dissatisfaction with the language - contemporaries, it is often imperfect, while the views of people on the state of their era are interesting and give the key to understanding the path of development of the language [Yartseva 1969: 103]. In this regard, sharp assessments of the modern state of the Russian language are not exceptional. The characteristics of new language phenomena show the tastes of different native speakers - and those for whom is its creative use, and conservatives. It is the ratio of these estimates that allows multidimensional to evaluate the modern speech situation and create an adequate portrait of a modern linguistic personality.
L.A. Verbitskaya emphasizes that when characterizing language norms, it is necessary to consider the ratio of the positions of the speaker and listening.
The origins of the alarming state of the Russian speech, noticeable today to every cultural member of society, many linguists, writers, publicists see in our past, in the totalitarian language dominated for decades. "The state supervision of the word led to the fact that in the country with the deepest traditions of the language, which gave the world of the treasures of literature and poetry, began to degenerate Russian speech. In the lips of official speakers, it turned into a set of rayful phrases, in the dump of verbal garbage.<…> Fake thoughts give rise to a false language "[Kostikov 1989]. Undoubtedly, the developing role of the "fake language" was manifested not only in politics and in the media: his impact was felt at all levels of education, and the resistance to him thinking and educated teachers considered one of the most important tasks of upbringing.
By the end of the XX century. Language situation has changed significantly. The relationship of speakers associated with objective and progressive, essentially, the processes of democratization of society, especially noticeable in the media, is valid for all language mechanisms. However, in the absence of general and speech culture, these factors will develop into speech permissiveness, adversely affecting the linguistic environment. At the same time, the approval of E.A. Zemskoy: "People did not say worse, we simply heard, as they say first only reading and silent. And found a long time ago of the dropped culture of speech "[Russian language of the end of the XX century 2001: 3]. As already noted, the obvious decline, speech standard [Neh residents 2001: 99] in the past two decades is especially noticeable in the media, the increased impact of which is not questioned today [see, for example: sour cream 2002].
Let us give a few examples:
Finally, they all got rushed, and I launched "Fitil" No. 184 on the big screen. "Chukchi-reindeer facilities do not fulfill the Supplement Plan," the voice-over voice voice. Hall respectedly hungry. The atmosphere of the exciting expectation did not leave the parter, even when the frames with reindeer herders changed to others [AIF. 1997. № 51].
The government will scratch the turnip and the next presidential establishment by an increase in three years in 1.5 times the real salary of state employees.
Pop-diva went on stage on a giant pedestal and, holding hands, silently stood under the dome of the Olympic, like Minin and Pozharsi under the domes of the Kremlin, while he played a gloomy, mourning-solemn instrument, the mourning theme "I was crazy." That is, the pathos "return" came across and inflated. Then they were taken from the pedestal.
For what and how to retire, the president decides. God did not like - and he retired [AIF. 2005. № 37].
A special concentrate of "Merinov" and Aglitskaya Speech was observed at the Yusupov Palace.
The media has become a "speech medium" of many native speakers: "Anyway, by the end of the XX century. The media language with all its advantages and disadvantages, we want whether or not, becomes a reference, rule-making factor influencing the formation of the norm of a modern literary language, as well as on the level of ethnic language culture as a whole [Neh residents 2001: 101]. "Reading newspapers and magazines is often the only sphere of speech activity in which you specify standards , norma , aesthetics . Many mass language diseases are therefore explained by the influence of language mass communications on the speech appearance of society and many of its representatives "[Greudina et al. 1995: 85]. A rapidly changing sociocultural situation suggests that the palm of the championship in the intensity of impact on the linguistic personality printed media is now inferior to television. A special role in the formation of a language environment in which young people "live" today belongs to the Internet. Let us give a fragment of an interview taken by one of the leading journalists of the magazine "Sponak" at Professor V. Glazichev. The interview is devoted to the problems of culture, in particular the book boom in Russia: I'm surprised too: what does it mean to "stop reading" with such a book bug? Every year in Russia, hundreds of thousands of tons of paper absorbs the book of books. No, indeed there are people who stopped reading. These are those who read only because there was nothing to do, now they, thank God, are busy business. So some loss of reader mass is quite a beneficial sign ... And about general situation With reading<…>. When, in the library of some stupid district center, you suddenly come across that they have a queue on the book of Heidegger, the brains will immediately be cleaned. Damn, I did not even hear about such a dude<…> This is one of the most curious philosophers of the XX century.<…> Sparkle. 2002. No. 42. Evaluating the processes occurring in modern speech, the justice of the words Yu.V. Votorova: "The immanent laws of language development are similar to the laws of nature: they do not depend on the will of the person. But there is in the language and other spheres, quite a person controlled and regulated. It is precisely such a sphere of culture of speech, our conscious choice in one or another situation of one or another word, a particular stylistic figure, one or another communication style ". The problem of mastering the effective professional speech is one of the most important in modern scientific works on rhetoric and pedagogy. Particularly close attention deserve studies of the conditions for the effectiveness of speech pedagogical impact, its species and methods in the light of the ratio of direct and indirect speech tactics, under which the combination of various means and techniques of speech behavior leading to speech success. As the observation of the educational process in school, modern teachers and students pedagogical university The tactics of indirect speech exposure are not widely used. The creation and use of methods of indirect effects in pedagogical purposes is not the subject special study In the university theory and methods of teaching the Russian language, aware of the professional culture of speech and rhetoric. At the same time, the methods of indirect pedagogical influence are diverse and have their own specifics, which is determined by the peculiarities and tasks of educational communication. One of the universal techniques for the implementation of the tactics of indirect impact, the rich didactic capabilities of which are practically not used by modern teachers, is a hint. The results of their own monitoring of teachers showed that the use of a hint of pedagogical purposes is justified and effectively in situations where the use of ways of direct impact is impossible or undesirable for a number of psychological, ethical, moral or other reasons. Hints as a reception of pedagogical exposure can perform many functions: 1) Install friendly (collegial, parity, partner) relationships between teacher and students, strengthen teaching authority; 2) create a favorable emotional climate in the group; 3) discharge a tense, conflict situation; 4) push the studies to the critical understanding of the information received, their own and other actions; 5) Protect human i Communications (self-esteem), etc. speech portrait of a pedagogue of the will 2. Practical foundations of the formation of the Communicative Culture and Will's Force among the teaching staff 1 Theoretical substantiation of the problem, carrying out the psychological diagnosis of the level of formation of communicative culture in the teaching staff. The purpose of the first study was theoretical substantiation of the problem, the implementation of the psychological diagnosis of the level of formation of communicative culture in the teaching staff. The study was conducted on 25 school teachers aged from 35do 65; The following methods were used for the survey: observation, conversation, testing. To identify the level of formation of communicative culture, testing was used - Test V.F. Ryakhovsky. Psychological test V.F. Ryakhovsky has its goal to determine general level sociability. For this, the subject is invited to answer "yes", "no", "sometimes" for 16 questions. For each answer, "yes" is charged 2 points, "sometimes" - 1 point, "no" - 0 points. The total amount of points is determined by the level of sociability: 30-32 points - very low; 25-29 points - low; 19-24 points - medium; 14-18 points - above average; 9-13 points - high; 4-8 points - very high; and less - sociability is painful. Results of research The data obtained allowed to allocate real levels of communication formation and determine a number of factors that ensure the formation of communicative culture. As can be seen from the data obtained, 52.2% of the studied have a low level of sociability, i.e. They scored 25-28 points that according to the test criteria means: these teachers are inappropriate and closed, prefer loneliness. New activities and the need for new contacts if it does not plunge them into panic, then long brings out equilibrium. They know this feature of character and are unhappy with themselves. The average level of sociability (19-24) has 20% of the subjects. These subjects in a certain extent are sociable and in an unfamiliar situation feel quite confident. And yet, with new people converge with a loaf, in disputes and disputes are reluctant. In their statements sometimes, too much sarcasm without any reason. Sociability above the average level (I4-18 points) have 13.4% of the studied. Normal sociability is characteristic of these teachers: they are inquisitive, willingly listen to an interesting interlocutor, quite patient in communicating with others, defend their point of view without quick-temperature; Without unpleasant experiences go to a meeting with new people; At the same time, do not like noisy companies. High level Persistences have 13.4%. They are very sociable, curious, talkative, love to speak out on various issues, willingly get acquainted with new people; They love to be the center of attention, they can be flared, but quickly calm down. 2 Conducting the diagnosis on the identification of the force of the teaching staff The purpose of the second study was to conduct a diagnosis on the identification of the force of the will, since the development of communicative culture requires volitional efforts. The test is taken from the book by I.I. Zagetskaya "Communicative culture of the teacher and leader." The study was conducted with teachers of Saratov school No. 67 aged from 35 to 65 years. For the study used the test method. The test involves the options for answers: complete agreement is estimated by 2 points: if doubt arises (do not know, it is difficult to answer, sometimes happens), then accrue 1 point; If the answer is negative - 0 points. Then the total amount of points is determined whether you are strong: 0-12 points - with the power of the will you have dysfoliage; 21 points - the power of the will with you is average; 30 points - with the power of will, you are fine. Research results. The results of testing make it possible to determine how much the power of the will affects the development of communicative culture. From the data obtained, it is clear that 45.4% with the power of the will is unfavorable. Responsibilities are related without much diligence, and this often becomes the cause of a variety of troubles in achieving the goal. With the power of will, all the order showed 24, 6%. You can rely on such teachers: they will never bend, feel free and reasonably choose tactics of communication. Based on the results of the studies, it is necessary to work on the methods and means of the development of the communicative culture of teachers. Since the results leave much to be desired. 1.Relationships with people is the main thing in any activity, and even more so in the pedagogical. All your knowledge and ideas will remain unclaimed if the disciples will not reach you with your heart. Relationships with people need to be built on mutual understanding and trust. .No need to turn into an official for which the main thing is a program or plan of classes. Much more important-learning, their interests, aspirations. .It is necessary to learn to see in every student "highlight", which makes it unique, unique. Help the pupil learn your capabilities and develop them. 4.Coming to the lesson, leave your problems, ambitions, stereotypes for class threshold 5.The teacher should be able to see himself from the side, eyes of students, colleagues, administrations, parents of students. Analyze how you behaved during communication with them, strive to put yourself in the place of that person with whom we communicated. 6.Develop communicative memory, it will help you quickly restore the previous situation of communication, reproduce its emotional atmosphere, expand the correct accents, to accurately determine certain psychological approaches. .More often smile. A smile has pupils to you, creates a favorable emotional attitude, causes a desire to communicate with you. 8.Sincerely interest what your students are busy out of study. 9.Develop your inner spiritual world. Remember that creative spiritually rich personality always attracts other people. Conclusion Communicative culture causes spiritual development Personality, forms its moral appearance and is an expression of the moral life of a person and an integral part of the formation of a general personality culture as a whole. The specifics of pedagogical communication, as the conditions for creating a humane developing medium in the educational process, determines the priority of the communicative aspect in the teacher's personal culture. Effective pedagogical communication is predetermined by the communicative culture of the teacher, the desire for its improvement is a prerequisite for pedagogical skills. Based on the analysis of literature, communicative culture is considered by us as a totality of knowledge, skills and communicative qualities of personality, providing a successful impact on students and allowing the most effectively to organize the process of learning and education and regulate communicative activities in the process of solving pedagogical problems. In conclusion, it should be emphasized that the level of culture of speech in the entire set of components of its components is manifested in the process of creating text (statements). But in order to create a good text, knowledge and skills associated with the culture of speech, not enough. To do this, it is necessary to know the laws of creating text, thanks to which the path of the idea of \u200b\u200bthe word is aware of the basic laws of communication, the norms of communicative and ethical nature and other components of the culture of speech. It should be not only good, but also convincing, effective, affecting. The laws of creating such a speech are designed in rhetoric. Also in conclusion, it should be noted that it is very important to understand that with studying different ages it is necessary to have different conversation tactics. The teacher cannot afford the same to talk to the student of the third and eighth grade. It must be remembered that it is the possibility of interest to students and its subject leads to a full dialogue. Communication is the main instrument of pedagogical activity. The teacher who owns the communicative culture takes self-confidence, receives satisfaction from communicating with the pupil, is feeling comfortable in the selected field of activity. The psyche is the most expensive thing that there is a teacher, he should take her, and, accordingly, to monitor what grain it will visit in the rapid souls of students. This is the task of a present modern teacher. List of sources used 1.Auhadeeva, L. A. Preparation of the future teacher: Structural study of communicative culture [Text] / L. A. Aukhadeeva // Integration of education. - Saransk, - 2006. - № 2. - P. 40-47. 2.Bakulina, I.V. The problem of the communicative skills of the teacher [Text] / L. V. Bakulin // Pedagogical technologies. - 2008. - № 2.- p.19 3.Bystrov, E.A. Communicative technique in teaching Russian language and school textbook [Text] / E. A. Bystrov // Russian Literature. - 1996. - № 4. P. 4-5, 39 - 44 .Vedinsapina, V. A. Professional culture of the teacher [Text]: / V. A. Vedinsapina studies. Manual for students of universities. - Moscow, - 2003. - P. 26 .Vvedensky, V.N. Professional competence of the teacher [Text]: / V.N introduced // Enlightenment. - SPb, - 2004. - 158 p. 6.Ivanchikova T.V. Speech competence or speech culture? / T.V. Ivanchikova / / Pedagogy. - 2009. - N 3. - P. 83-89. 7.Izmailova M.A. Business conversation: practical manual For all specialties / M.A. Izmailova, O.V. Ilyina, Ros. University of cooperation. - M.: [b. and.], 2007. - 82 p. 8.Izenko S. A. Image and communicative culture of experts in education. / S. A. Izenko // Public Education. - 2007. №8. P.115 9.Kan Calik V.A. Teacher about pedagogical communication / V.A. Can-call .// m, enlightenment,. 1987. - 112 C. .Kostomarov V. G. Language Taste of the Epoch. / V.G. Kostomarov // 1994. M., p. 21-22. .Kostromin S. Communicative Competence of the teacher as a factor in the success of its diagnostic activity. / S. Kostromin // Psychological science and education. 2007. -№3. -S.77 12.Kotova I.B. General psychology: tutorial For universities / I.B. Kotova, O.S. Canary. Moscow. : Dashkov and K ", 2008. 478 p. 13.Krongauz M. Russian language on the verge of a nervous breakdown. / M. Krongauz M.: 2007. P. 40-41. 14.Krysin L. P. On the social differentiation of the modern Russian language // Rusotics today. 1998. № 3-4. P. 21. .Likhachev D.S. The greatest value of the people / D.S. Likhachev // Journalism and culture of Russian speech. 2002. No. 1. P. 16. .Lukhtanova E. Formation of communicative competence of teachers. / E. Lukhtanova // School psychologist "2007.- №19.- p.18 17.Lviv M.R. Rhetoric. Culture Speech: Tutorial for pedagogical specialties universities / M.R. Lviv. - Moscow. : Academy, 2002. - 272 p. 18.Basics of pedagogical skill M.: Publishing Center "Academy" 2008 - 256 p. 19.Chernyavskaya A. P. Formation of the partner position of the teacher: author. Dr. Ped. science - Yaroslavl, 2007. 20.Yanushevsky V.N. Speech competence in the communicative culture of the teacher: a practical-oriented monograph. - Ulyanovsk: UIPKPRO, 2007 Appendix A. 1. "Evaluation of the level of sociability" This test, evaluating the overall level of sociability, was developed by V.F. Ryakhovsky. Instruction: A few simple questions are offered to your attention. Answer quickly, unambiguously: "Yes", "no", "sometimes". Questionnaire 1.You will have an ordinary or business meeting. Does her wait for you? .Do you cause confusion and displeasure instructions to make a report, message, information at any meeting, meeting or like of the event? .Do you post a visit to the doctor until the last moment? .You are offered to travel on a business trip to the city where you have never been. Do you attach maximum effort to avoid this business trip? .Do you like to share your experiences with anyone? .Are you annoying if an unfamiliar man on the street comes to you with a request (show the way, call time, answer some question)?. .Do you believe that there is the problem of "fathers and children" and what people of different generations are difficult to understand each other? .Will you be ashamed to remind a friend that he forgot you to return the money that took a few months ago? .In the restaurant, either in the dining room you filed a clearly poor-quality dish. Did you do, only angry with an invalid to the plate? .Once on one with an unfamiliar man, you will not join him in a conversation and you will be painful if he speaks. Is it so? .You are horrified by any long queue, wherever it is (in the store, library, cinema checkout). Do you prefer to give up your intention or wave into the tail and will languish waiting? .Are you afraid of participating in any commission to consider conflict situations? .You have our own purely individual criteria for assessing the works of literature, art, culture, and you are not accepting any other opinions on this subject. This is true? .Hearing anywhere in the sidelines, saying a clearly erroneous point of view on a well-known question to you, do you prefer to keep silent and not enter into a dispute? .Do you have an annoyance of someone, please help to deal with a particular service question or educational topic? .Will you set out your point of view (opinion, evaluation) in writing than in oral? Test "Volieving Are you a person?" This test is taken from the book I.I. Zarekaya "Communicative culture of the teacher and leader." Instruction: Give answers to a few simple questions. The test suggests answers: complete consent - 2 points; If doubt arises - 1 point; The answer is negative - 0 points. Is you able to complete the work that you are not interested? Do you overcome internal resistance without much effort when you need to do something unpleasant? When you fall into a conflict situation in everyday life or at work, are you able to take yourself in your hands so as to look at the situation objectively? If a diet is prescribed to you, can the culinary temptations be overcome? Will you find the strength in the morning before the usual, as decided on the eve. If you do it at all? Will you stay at the scene to give testimony? Do you answer the letters fast? Will you take a very unpleasant medicine that the doctor persistently recommends you? Do you determine this promise, even if the fulfillment will require you a lot of effort? Without hesitation, do you agree to go on a business trip to an unfamiliar city?
The success of pedagogical communication depends on the level of the Communicative culture of the teacher. Its formation is one of the important tasks of the professional formation of a teacher and especially its self-development and self-education.
(The spontaneous formation of a teacher's communicative culture often leads to an authoritarian style of communication, the emergence of frequent interpersonal conflicts, intensity in relations between teacher and disciples).
Communicative culture as complex education includes speech culture, surviving culture, emotional culture. The basis of the communicative culture of the teacher is sociability is a steady desire for contacts with people, the skill to quickly install contacts. The presence of a teacher sociability is an indicator of a sufficiently high communicative potential.
Persistence is a multi-layered phenomenon, including researchers, a whole complex of components. We highlight three main:
1) Communicability - The ability to experience pleasure from the communication process.
( A survey of teachers who left the pedagogical work convinces us that most of them are non-community-beluble people or small -coming for which the very fact of communication with other people is not peculiar to their personal nature and cannot grow into vocational quality. This characteristic marked many weak leaders. Pedagogical activity is communication - constant, long. Therefore, teachers with underdeveloped sociability are quickly tired, annoyed that, naturally, it makes it difficult to work at school).
2) social relationship - The desire to be in society, among other people. Social relationship it does not appear not simply as a temporary mental state, but as a sustainable personal education associated with the professional-pedagogical orientation of the individual.
3) Altruistic trends (Altruism - selflessness): Empathy as an ability to empathize, sympathy. Persistence has a pronounced emotional nature, the basis of which is commercial and altruistic emotions.
Among the communicative emotions are allocated: the desire to share thoughts, experiences, feeling of sympathy, location, respect for communication participants, etc. It is the presence of these emotions and the need for their experiences indicative of predisposition to pedagogical communication.
In altruistic emotions, they allocate the desire to bring joy to people with whom the person communicates, empathizing the joy of another, etc.
4) Identification -how the ability to endure yourself into the world of another person.
Persistence as a personality property that has become vocational quality, can provide productivity of pedagogical communication. It is legitimate to consider sociability as the unity of three components: needs for communication, good emotional well-being before, during and after communication, communicative skills and skills. In this interpretation, the most clearly designated professionally and creative aspects of communication, although the need for communication is a universal property.
A.V. Mudrik highlights the following personality parameters affecting sociability; Features of thinking, free speech possession, empathy and spontaneity of perception, certain social installations (eg, interest in the process itself, and not only to its result), communicative skills - orientation in time, in partners, in relationships, in a situation.
The components of professional-pedagogical sociability that the teacher should navigate:
1. The presence of a sustainable need for systematic communication with children in a wide variety of spheres.
2. Organic interaction of universal and professional sociability indicators.
3. Emotional well-being at all stages of communication.
4. Productive influence of communication on the other components of pedagogical activity.
5. The presence of abilities for the implementation of pedagogical communications.
6. The presence of communicative skills and skills.
The organic unity of these components forms a professional pedagogical level of personality sociability.
(Is it possible to develop sociability? It is important for productive communicative self-education. It is important to understand the features of our own sociability, to comprehend, to what extent this quality has been formed from you as a professional personality. You can organize this self-analysis according to the following program.
Initially try to determine the overall level of your sociability. Then you can move to the study of the originality of the manifestation of these qualities in professional pedagogical activities.
Special attention should be paid to the "fan" of those qualities that are necessary for successful communication. The complexity of professional-pedagogical communication lies not only in the fact that it makes significant requirements for the communist culture of the teacher, but also in what implies active participation In the communication of children educated, which must be organized).
The program of self-education in this direction includes:
1. Implementation of professional self-knowledge based on the previously proposed program (definition of own communicative qualities, positive and weaknesses in communication): Analysis of sensations from communication with people; Analysis of past experience of communicating with children; Analysis of this level of communication with children; analysis of communication difficulties; Analysis of their ideal ideal communication; Analysis of ideas on how to evaluate your opportunities in communication Others (team, teacher, student).
2. Work on the basis of specialized training on the development of the basic characteristics of sociability.
3 Diverse Public Works with People in which the experience of communicative activities (public lectures, conversations, etc.), trade union, etc. Work is purchased.
4. Creating situations forming experience in overcoming negative layers in communicating and promoting sociability.
(So, for example., People, shy in nature, experiencing a well-known unfortunate awkwardness in communicating with other people, it is necessary to consciously increase the experience of such communication, purposefully overcome the established psychological barrier interference in communication, and for this, in particular, it is useful to act more often At meetings, seminars when discussing artistic innovations, books, films, performances. Use any opportunity to organize communication with other people. For example, put the task to talk about anything with five colleagues and several students on your own initiative; Contact The question of the senior colleagues; Comment to the seller's awareness in the store, and the like. When answering a question, try to understand whether it is satisfied with your answer. Each time risen to the lesson, try to be interested not only by the material of the upcoming activities, but also the upcoming communication process with class. try to remember general Researchs with students outside the school walls, think about. those situations of communication that have brought you greater satisfaction. Try to analyze failures in communication, seek to distinguish, their own "communicational" errors and so organize the process of the upcoming communication so that it certainly brought you satisfaction.
In the process of communication, try to be the most attentive to the partner for communication, strive to contact with him (without this, fruitful communication is hampered by), think about communication partner, develop your communicative memory, which will allow you to preserve the tonality of past communication with a person or team, be observable In the process of communication, follow the behavior of the interlocutor, develop this "interpersonal observation" in itself, exercise yourself in the ability to analyze the external behavior of people, children in the lesson, for change, poses, gestures, fault, expression, strive to anticipate the reaction of the interlocutor, learn to capture " Psychological signals ", which come from him in the process of communication, think about the partner in the process of communication).
In the communicative culture of the teacher, the level of its moral lupification is manifested. Pupils, first of all, highly appreciate the intelligence and delicacy of the teacher, i.e. The ability to be polite, correct, sparing the pride of students, sympathize with them, be sincere, unlockable.
Communicative culture of the teacher involves mastering them communicative skills and the development of communicative abilities. Meaning the ability to establish emotional contact, conquer the initiative to communicate, manage your emotions, as well as observation and switching attention, social perceptation, etc.
There are verbal and non-verbal methods of pedagogical interaction. The main part of the professionally significant and necessary load is verbal communication.
However, the effectiveness of pedagogical interaction depends on how much the teacher owns non-verbal communication.
The high level of development of the teacher's communicative culture suggests the presence of expressive (expressive speech, gestures, facial expressions, external view) And perceptual abilities.
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