Abstract
A key factor of the educational process success is psychological competently built didactic communication between a student and teacher. The problem is only the lack of both methodological unity in the general, theoretical analysis of the phenomenon of didactic communication itself, and the patchwork of practices aimed to optimize the didactic communication real process. The study objective is to analyse the didactic communication criteria between a teacher and student, their understanding as the basis for selection and comparative analysis of different strategies of the teacher and student didactic communication. The paper carries out a meaningful analysis of the teacher-student didactic communication criteria: educational interaction key constructs, its different sides and aspects in the ideas of the teacher; communication space and time modes, «the learning effect concepts», the image of a student in teacher ideas, typical communication means; a didactic communication organizational form reproduced by a teacher; the teacher communicative self-identification and research tools, the didactic communication correction. As study results, the authors conclude that at an infinite variety of individual-personal shades of didactic communication, in general, it seems possible to single out historically changing common, covering most of the teaching community, systems of ideas on the optimal strategy of educational interaction with students.
Highlights
The paper carries out a meaningful analysis of the teacher-student didactic communication criteria: educational interaction key constructs, its different sides and aspects in the ideas of the teacher; communication space and time modes, «the learning effect concepts», the image of a student in teacher ideas, typical communication means; a didactic communication organizational form reproduced by a teacher; the teacher communicative self-identification and research tools, the didactic communication correction
Остановимся на сущностных чертах каждого из вышеприведенных критериев теоретического анализа стратегий дидактической к оммуникации
Вместе с тем при бесконечном многообразии индивидуально-личностных оттенков дидактической коммуникации в целом представляется возможным выделить исторически изменяющиеся общие, охватывающие большую часть сообщества обучающих, системы представлений об оптимальной стратегии учебного взаимодействия с обучаемыми [47; 48]
Summary
Цели исследования – анализ критериев дидактической коммуникации обучающего и обучаемого, их осмысление как оснований выделения и сравнительного анализа разных стратегий дидактической коммуникации обучающего и обучаемого. Метод исследования – интегративный теоретический анализ критериев дидактической коммуникации обучающего и обучаемого, их осмысление как оснований выделения и сравнительного анализа Р. Критерии анализа стратегий дидактической коммуникации Menshikov, P.
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