CULTURAL DOMINANT OF PREPARATION OF BACHELORS IN TOURISM FOR ANIMATION ACTIVITIES

Abstract

Objective. The article is devoted to the study of the possibilities of culturological preparation of bachelors in tourism for animation activities, which should be based on the awareness of its essence as a sphere of cultural leisure, taking into account all culturological means of influencing and stimulating student activity. The authors study the conditions of organization of animation activities on the basis of the introduction of technologies of culturological content. The necessity of a systematic approach to the problem through the development of a structural and functional model of the cultural content of the animation activities of bachelors in tourism is substantiated. To achieve this goal, a set of theoretical and empirical methods are used, which identify a meaningful cultural component as the dominant animation activity, and substantiate its role in improving the quality, attractiveness and diversity of the tourist product. Methods. The main methods of studying the essence of the content of training tourism professionals for animation activities are: abstract-logical method — when determining the main problematic issues in formation the educational environment of bachelors’ professional training in tourism with cultural dominance; modeling method — when developing structural and functional model of intercultural communication in animation and determining its multidimensionality and multifacetedness. Results. In the context of the research the content of the process of animation activity is defined and specified, intercultural communication is defined as the main condition and priority organizational principle of animation activity, functions of tourist animation and their specific features are defined. The concept of «animation process» as a process of interaction of the animator with tourists is specified and it is defined that this process provides interaction of representatives of various cultures in the course of joint professional animation activity in tourism. There is emphasized that the mastering of bachelors in tourism technologies of cultural content will help improve the quality and diversity of the tourist product and emotional development of the personality of a specialist in the sphere of tourism. The authors clarify the meaning of the concept of «animation and cultural competence», give the author’s definition of animation and cultural competence of bachelors in tourism as an integrated personal entity that reflects the readiness for animation activities, for cultural communication in the implementation of animation programs. It is determined that bachelors in tourism must be able to clearly and convincingly express their thoughts, have a developed figurative thinking and the ability to improvise. It is recognized that the priority in the process of professional training of bachelors in tourism for animation should be the introduction of such culturological technologies that combine logical and figurative aspects in solving professional problems. There are determined the structural components of the animation process, its content, features of the use of animation technologies of culturological content. The authors have developed a structural and functional model of culturological content of bachelors in tourism. The structural components of this model and its content are determined.