Речевая деятельность – основа профессионально-педагогического общения.

Abstract

The article presents a theoretical substantiation of the conceptual positions of the pedagogical theory of speech activity, which is the semantic core of professional pedagogical communication. The conducted research and the experience of professional activity made it possible to distinguish in the article three types of a teacher, presented in the context of the educational discourse of professional and pedagogical communication (traditional, modern, future). The content-logical connection between these types of educational discourse and forms of speech activity (monologue, dialogue, polylogue) is presented. It has been proved that speech activity in professional pedagogical communication is the main toolkit of a teacher's activity, the improvement and development of which depends on the level of communicative culture. The article reveals the content of speech interaction in professional pedagogical communication in the matrix of speech communication "teacher-student". The presented groups of speech skills, levels of interaction and speech situations contribute to the development of speech activity and the achievement of intersubjective interaction in the educational process. The author has proved that the content of professional-pedagogical communication depends, first of all, on the qualitative characteristics of speech: clarity, accuracy, expressiveness, wealth, correctness, emotionality, imagery, consistency. The article describes the verbal and non-verbal aspects of professional-pedagogical communication, on the basis of which a conclusion is made about the structure and content of this process: axiological, neological, ergological, deontological components. The author pays special attention to the inte-grative characteristic of the teacher - "assertiveness", presents his essential characteris-tics. Styles of professional and pedagogical communication are divided into groups (teacher-Socrates, head of group discussion, teacher-master, teacher-general, teacher-manager, teacher-trainer, teacher-guide). Based on the analysis of personal scientific and professional experience, the article determines that polemic dialogue is one of the most effective ways of organizing professional and pedagogical communication. As a result of the research, variants of successful practices of professional-pedagogical communication (persuasive, expressive and suggestive) were proposed.