COMMUNICATIVE COMPETENCE AND PEDAGOGICAL CONDITIONS OF ITS FORMATION OF FUTURE SPECIALISTS OF AGRARIAN SECTOR

Abstract

In the given article is examined the essence of the notion of «сommunicative competence» elaborated by Ukrainian and foreign scientists. In recent decades, the concept of “competence” has become increasingly apparent at the general didactic and general pedagogical level. Increased attention to this concept was also due to the recommendations of the Council of Europe in questions on the renewal of education. Considering the different approaches to the definition of “competence”, we conclude in the article that competence is understood as the knowledge that a person must master in the learning process, the result of mastering the content of education, which should be manifested in future professional activities. According to the educational and qualification characteristics of an agrarian specialist, students must have not only general technical and special skills, but also be able to find a common language with colleagues, perform a number of management functions. The purpose of the article is to analyze the concept of “communicative competence” and determine the structure of communicative competence of future agrarian engineers. Also the article examines the pedagogical conditions of formation of the communicative competence of future agrarian specialists. The formation of the communicative competence requires the need to substantiate the pedagogical conditions under which the formation will take place in the most effective way. It is shown that the process of forming of the communicative competence of future agrarian specialists is impossible without the creation and implementation of pedagogical conditions, on which the efficiency of the learning process depends and that affects the quality of the training. It has been proved that this process will be more successful, while using such pedagogical conditions as the use of a personality-oriented approach in teaching, providing of a contextual approach and the subject position of students in the process of professional communication training; the use of training exercises and games aimed at increasing the communication activity of students.