Formation Of Communicative Culture Research Articles

Методологічні підходи формування комунікативної культури майбутніх соціальних працівників в системі університетської освіти

The article focuses on various scientific points of view on the definition of appellations of «approach» «methodological approach» in scientific sources. The author's interpretation of the definition of «methodological approach» is given. A number of methodological approaches are defined and their content on the formation of communicative culture of future social workers in the system of university education is given; in particular such approaches, as culturological-axiological, personality-oriented, competence, creative-activity and content-procedural. Consideration of a set of complementary methodological approaches to the formation of communicative culture of future social workers in the university education system is due to the fact that this complexity provides an opportunity at the theoretical, methodological and practical levels to build a holistic process of future social worker’s training, to highlight the main trends of it’s functioning in the formation of the personality of a social worker, in understanding it’s personal capabilities, abilities and prospects of enriching it’s own professional experience, in the formation of it’s communicative culture. Given all the above, we can say that the formation of communicative culture - a complex dynamic process, the effectiveness of which is determined by the training of future social workers in university education, based on a set of methodological approaches, which have a special role in revealing the content and nature of professional development, in understanding his personal capabilities, abilities and prospects for enriching his own professional experience. The formation of communicative culture of future social workers in the process of professional training in the system of university education is based on a set of methodological approaches, combining culturological-axiological, personality-oriented, competence, creative-activity, content-procedural approaches. The identified methodological approaches in our study are the basis for further development of conceptual provisions for the formation of communicative culture of the future social worker in the system of university education, components, criteria, etc. of this complex personal formation.

The Future Specialist’s Personality Communicative Culture: Logically Organized and Mosaic in the Related Concepts Hierarchy

The article focuses on the communicative culture of applicants for higher education formation, future specialists in various fields, which is topical for modern pedagogical science. The research goal is to focus the scientists’ attention on the considerate, balanced and judicious interpretation of the concept of «communicative culture» in general; on the balanced formulation of pedagogical research topics related to the development of communicative culture in the future specialists with higher education in particular. Methods. The research methods used were observation, abstraction, analysis, synthesis, induction, deduction, systematization, generalization and modeling. The results. The conducted research allowed the author to reveal the probable reasons for scientists’ different interpretations of the concept of «communicative culture»; to differentiate and logically organize the concepts, related to the mentioned above, in the context of communicative culture formation in the future specialist with higher education; to provide practical recommendations for scientists to use verbal nouns for identifying actions in the process of formulating pedagogical research topics related to the communicative culture formation in the future specialists with higher education. Conclusions. The concept of «communicative culture» has a linguocultural background, and «communicative culture of an individual ... (teachers / applicants for higher education / future specialists in a particular field, etc.)» are of general didactic and methodological basis. The communicative culture is a part of the general culture; its formation comes in close interrelation with the culture of language, speech, virtual, information and digital cultures in the process of communicative competence formation in the future specialist with higher education. When formulating the pedagogical research topics, scientists should use the verbal noun «formation», referring to «communicative competence», and «education», «development» should be used in the terminological compounds «communicative culture education», «communicative culture development», where «education» is more motivated.

COMMUNICATIVE CULTURE FORMATION OF FUTURE SOCIAL WORKERS IN THE EDUCATIONAL PROCESS OF PEDAGOGICAL UNIVERSITY

Article considers the essence of the process of communicative culture formation of future social workers in the educational process of the pedagogical university. The communicative culture is singled out and considered through an interdisciplinary approach in the professional education of social workers. The peculiarities of the communicative culture formation of future social workers in the educational process in the pedagogical university are highlighted. Emphasis is placed on the need to use various tools in the phenomenon under study, such as: verbal, non-verbal, information and communication. The students' attitude to the process of communicative culture formation of future social workers in the educational process of the pedagogical university are investigated. The results of the experimental study are described.

FORMATION OF COMMUNICATION CULTURE OF SCHOOLCHILDREN IN THE PROCESS OF GROUP WORK AT THE LESSONS OF PRIMARY SCHOOL

The authors of the article comment on the difficulties of the formation of communication culture among primary school pupils from the first days of training; explain the need for such educational work by the systematic use of new educational technologies at the lessons and in extracurricular activities of primary school pupils. It is represented the psychological and pedagogical prerequisites for the formation of communication culture from the point of view of cultural and communicative approaches to the organization of the educational environment. By means of the survey of primary school pupils and their teachers, the problematic moments of the organization of group work at the lessons are revealed. The researchers present the system of educational, cognitive and communicative situations for the formation of communication culture skills in the process of group work of pupils and comment on its productivity.

ОСОБЛИВОСТІ СПРЯМОВАНОСТІ ЯК КОНСТРУКТУ ФУНКЦІОНАЛЬНИХ КОМПОНЕНТІВ КУЛЬТУРИ ПРОФЕСІЙНОГО СПІЛКУВАННЯ ДЕРЖАВНИХ СЛУЖБОВЦІВ ІЗ РІЗНИМ СТАЖЕМ ДІЯЛЬНОСТІ

Статтю присвячено аналізу емпіричного дослідження культури професійного спілкування державних службовців із різним стажем професійної діяльності. Розкрито сутність культури професійного спілкування державних службовців, її функціонально-структурні особливості. Проаналізовано результати застосування авторської методики «Культура професійного спілкування державних службовців» за шкалою «спрямованість у професійному спілкуванні». Визначено такі особливості спрямованості як конструкт функціональних компонентів культури професійного спілкування державних службовців. У державних службовців із досвідом професійної діяльності від 0 до 1 року домінує альтероцентристська спрямованість як конструкт перцептивно-аналітичного, конформнаспрямованість як конструкт трансляційно-інформаційного та управлінсько-координаційного, діалогічна спрямованість як конструкт особистісно-професійного саморозвитку компонентів культури професійного спілкування державних службовців. У державних службовців із досвідом професійної діяльності від 1 до 10 років домінує діалогічна спрямованість як конструкт перцептивно-аналітичного та трансляційно-інформаційного, індиферентна спрямованість як конструкт управлінсько-координаційного та особистісно-професійного саморозвитку компонентів культури професійного спілкування державних службовців. У державних службовців із досвідом професійної діяльності понад 10 років домінує індиферентна спрямованість як конструкт перцептивно-аналітичного та трансляційно-інформаційного, маніпулятивна спрямованість як конструкт управлінсько-координаційного та особистісно-професійного саморозвитку компонентів культури професійного спілкування державних службовців.

КРИТЕРІАЛЬНИЙ ПІДХІД ДО ФОРМУВАННЯ КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ ЗАСОБАМИ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ

КРИТЕРІАЛЬНИЙ ПІДХІД ДО ФОРМУВАННЯ КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ УЧИТЕЛІВ ЗАСОБАМИ ІНТЕРАКТИВНИХ ТЕХНОЛОГІЙ

Formation of communicative culture of students in higher technical educational institutions by means of game technologies

Formation of communicative culture of students in higher technical educational institutions by means of game technologies

The foreign language communicative culture formation model of basic school students by means of digital technologies

The foreign language communicative culture formation model of basic school students by means of digital technologies

Розвиток комунікативної культури співробітництва Україна-НАТО

The article deals with the peculiarities of the concepts "communicative culture" and "communicative instruction" perception in the diplomatic relations between Ukraine and the North Atlantic Treaty Organization context. Ukraine's mission to NATO culture, it’s forms of cooperation are analyzed. Main events that contributed to the cooperation between modern Ukraine and the North Atlantic Treaty Organization communicative culture development are outlined. "Communicative culture" is considered as a tool, as a set of best practices, the study subjects characteristic and as a subsequent communications trajectory to be reproduced. Among the publications related to diplomatic communication between Ukraine and NATO problems, there are narratives that consider this issue in the context of the "communicative guidance" term, which stands to denote the impact on a partner for one purpose or another: to persuade, to doubt, to force to do, etc; the state of the subject's propensity to make any communication. Ukraine-NATO communication practices confirm the correctness of the application of the concept of "communication culture". The Ukraine - NATO communicative culture formation begins with firmly commitment of sovereign, independent and stable Ukraine to democracy and the rule of law, which is the key to Euro-Atlantic security. NATO-Ukraine relations date back to the 1990s and have since become one of NATO's most important partnerships. Since 2014, as a result of the Russian-Ukrainian conflict, cooperation in important areas has been intensified. The establishment of constructive communication began after the end of the Cold War, when Ukraine joined the North Atlantic Cooperation Council (1991) and the Partnership for Peace (1994). In response to the Russian-Ukrainian conflict, NATO has stepped up its capacity-building and force-building support to Ukraine. NATO countries continue to condemn Russia's illegal Crimea annexation and its destabilizing and aggressive activities in eastern Ukraine and the Black Sea region. NATO has increased its presence in the Black Sea. Following the NATO Summit in Warsaw in July 2016, practical support is provided to Ukraine as part of the Comprehensive Assistance Package to Ukraine. In June 2017, the Ukrainian parliament passed a law restoring the country’s course towards NATO membership as a strategic goal of foreign and security policy.

ТЕОРЕТИКО-МЕТОДИЧНІ ЗАСАДИ ТЕХНОЛОГІЙ ФОРМУВАННЯ КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ ПЕДАГОГІВ

Підготовка сучасних висококваліфікованих фахівців у галузі освіти повинна відповідати міжнародним стандартам. Модернізація сучасної освіти неможлива без належного рівня комунікативної культури педагогів. Однак проблема розроблення сучасних технологій формування комунікативної культури майбутніх педагогів недостатньо висвітлена в працях учених. Мета і завдання статті – розкрити теоретико-методичні засади технологій формування комунікативної культури майбутніх учителів. Дослідження стану комунікативної культури студентів засвідчило, що необхідно внести корективи в навчально-виховний процес закладів вищої освіти. Комунікативна культура вчителя – це системно-інтегративна якість, яка забезпечує успішну взаємодію між учителем та учнем у системі суб'єктно-суб'єктних відносин. Технологія формування комунікативної культури майбутніх педагогів являє собою сукупність змісту, методів, форм і засобів, систему дій суб'єктів освітнього процесу. Вона передбачає кілька послідовних етапів: етап проектування майбутньої комунікації, етап її реалізації та діагностико-корегувальний етап. Комунікативні ситуації є основним технологічним елементом. Діалог виступає основою навчальних комунікативних ситуацій. Технологія формування комунікативної культури розвиває здатність майбутніх педагогів до конструктивного діалогу. Вона формує такі якості особистості майбутнього фахівця, як креативність, самостійність, активність, рефлексія.

СУЧАСНІ ПЕДАГОГІЧНІ ТЕХНОЛОГІЇ НАВЧАННЯ ЯК ЗАСІБ ФОРМУВАННЯ ПРОФЕСІЙНО-КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ ВИХОВАТЕЛІВ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ

У статті подано етапність процесу формування професійно-комунікативної культури майбутніх вихователів закладів дошкільної освіти (мотиваційний, змістово-перетворювальний та діяльнісний), розкрито спрямованість кожного етапу, взаємообумовленість змістово-перетворювального та діяльнісного етапів на засадах вітагенного навчання. Спецкурс «Професійно-комунікативна культура вихователя закладу дошкільної освіти» визначено опосередкованим компонентом, що визначає зміст освіти та постає інтегрованим доповненням до обовʼязкових дисциплін загальної, професійної та практичної підготовки, вибіркових навчальних дисциплін.
 Схарактеризовано можливості застосування сучасних педагогічних технологій навчання у процесі формування професійно-комунікативної культури майбутніх вихователів закладів дошкільної освіти: когнітивно-орієнтовані (когнітивна технологічна модель «Критеріально-орієнтоване навчання», технологія командного навчання), технології ігрової взаємодії в освітньому процесі закладу вищої освіти (рефлексивні технології зняття стереотипів та формування інноваційного мислення, ділові та рольові навчальні ігри), діяльнісно-орієнтовані (мікротренінг), особистісно-орієнтовані технології («соціодрама», тьюторинг). Визначено особливість мікротренінгу, яка полягає в розкладанні складної бажаної поведінки – прояву професійно-комунікативної культури – на послідовність простих умінь, розкрито структуру, яку складають три фази (навчання, тренування та зворотного зв’язку). Обґрунтовано доцільність та ефективність тьюторингу й коуч-сесій у цьому процесі. Окреслено головне завдання тьютора, що полягає у формуванні професійної суб’єктності, здатної до власного майбутнього професійного саморуху, специфіку проведення коуч-сесій із обговорення результатів самоактуалізації професійно-комунікативної культури кожним здобувачем вищої освіти. Розкрито особливості та можливості застосування голографічного методу проєкції.

МОДЕЛЬ ФОРМУВАННЯ ПРОФЕСІЙНО-КОМУНІКАТИВНОЇ КУЛЬТУРИ МАЙБУТНІХ ВИХОВАТЕЛІВ ЗАКЛАДІВ ДОШКІЛЬНОЇ ОСВІТИ

The article reveals the relevance of professional and communicative culture formation of future preschool educators, presents and describes the dynamic model of professional and communicative culture formation of future preschool educators, outlines the provisions that were the basis for its development. Methodological approaches (systemic, synergistic, acmeological and competent) with corresponding principles, pedagogical conditions are defined according to the structural components of the model (conceptual, substantive-procedural and resultant blocks). The stages of the content-procedural block realization are outlined, forms and methods of work are presented. The content as the core category of constructing a model of professional-communicative culture formation of future preschool educators based on the G. P. Guilford approach (regarding aspects of intellectual functioning), the stage of its realization (motivational, content-transformative and interpersonal stages) and the interdependence of these stages on the basis of vitagen learning are substantiated. Modern pedagogical technologies of teaching are briefly characterized: cognitive-oriented (cognitive technological model “Criterion-oriented learning”, team training), game interaction in the educational profession of higher education institution (reflexive technologies of removing stereotypes, business and role-playing games) and personality-oriented (“sociodrama”, tutoring). Keywords: model, modeling, approaches, teaching technologies, pedagogical conditions, formation of professional and communicative culture of future preschool teachers.

APPROACHES TO THE FUTURE ENGINEERS FOREIGN COMMUNICATIVE CULTURE FORMATION

Purpose: The main aim of the article is to define the approaches to the formation of future engineers’ communicative culture. The main research method used while working on the article is analysis of the domestic and foreign publication space for critical consideration of different ideas on the pedagogical problem of the future engineers’ foreign language communicative culture formation process.
 Methodology: In this study Content abstraction, generalization and the comparative method was applied.
 Result: The approaches (cultural, connectivism, technological, axiological, communicative, environmental approach) will help to the formation of the communicative culture of future engineers in the process of foreign language training.
 Applications: This research can be used for engineers and companies.
 Novelty/Originality: In this research, the model of approaches to future engineers' foreign communicative culture formation is presented in a comprehensive and complete manner.

Особенности социального воспитания в учреждениях дополнительного образования

The importance of social education in institutions of additional education is revealed. The concept of social education, taking into account the features of the modern stage of development of society. Stresses the importance of using cultural codes, allowing to transfer information saved by generations, to generate in students a “worldview”, world outlook, patriotic consciousness. We formalize the role of additional education institutions in society with increasing changes in the socio-economic system. The use of information and communication technologies as a communication tool for teachers and project participants, including network ones, is considered on the example of the social education model “circle”. The analysis of statistical data has proved an increasing share of the use of digital economy technologies as tools of educational processes. This determined the need to adapt students to the activities in the expanding “information flow”. The advantages of the use of social networks in the implementation of the project method in the social education of patriotic feelings methods of folk art. The risks analysis of use new communi-cation tools in educational and educational activity is carried out. The result of the study are rec-ommendations to teachers on the use of new communication technologies in social education, the formation of communication culture.

Психологія обдарованості та особливості ділової комунікативної культури особистості

The scientific review of literature on the problem of psychology of giftedness and the formation of business communicative culture of personality is made, its structure is determined. The leading factors that contribute to the formation of a communicative culture of a specialist as a business partner are outlined. The importance of having a communicative personality culture during communication and negotiations is emphasized. The purpose of the study is to identify the components of a communicative culture that contribute to success in business communication. To achieve this goal, the following methods were used: theoretical: theoretical analysis, synthesis, comparison, systematization, generalization of domestic and foreign scientific sources; empirical: observation, use of a psychological survey of university students in order to find out personal characteristics that must be inherent in a specialist with a high level of communicative culture; statistical: methods of descriptive mathematical statistics. It is shown that in the structure of communicative culture the gnostic component is distinguished (the system of knowledge about the essence, structure, functions and peculiarities of communication in general and professional in particular; knowledge about communication styles, in particular, about peculiarities of one's own communicative style; background knowledge, ie general cultural competence, which is non-cultural competence having a direct relation to professional communication, allows to capture, understand the hidden hints, associations, etc., ie to make understanding deeper, more emotional, personal; elicitation, which makes communication a kind of social creativity); connective component (general and specific communication skills that allow you to successfully make contact with another person, to adequately know their internal states, to manage the situation of interaction with him, to apply constructive strategies of behavior in conflict situations; speech culture; expressive skills that express pantomimic accompaniment; perceptual-reflexive skills that allow the partner to know the inner world of communication and self-understanding; domain emotional use of organizing influences in interaction with people (in comparison with evaluators and especially disciplines), emotional component (humanistic setting for communication, interest in another person, readiness to engage with her in personal, dialogical relationships, interest in one's own inner world; developed and high level of identification with professional and social roles performed; positive self-concept; psycho-emotional states adequate to the requirements of professional activity. The conducted study of the components of communicative culture gives grounds for defining the communicative culture of a specialist as a business partner, which is understood as a professionally significant formation, which involves the totality of its general culture, personal properties, emotional-volitional qualities, motivational-needy communication, learned communication skills. and skills, features of empathy and reflection, which are manifested in the process of communication, interpersonal and business communication, interaction, interaction understanding and mutual influence.

Virtual Tourism: on the Way To the Digital Economy

The article examines tourism computerization processes. Three main directions were identified: the development of global booking and reservation networks, the emergence of electronic marketing and management as well as the design of virtual tourist trips. The main focus was made on the new direction in the digital transformation of tourism, namely on virtual reality technology introduction. Virtual reality is used mostly in advertising of tourist products as well as in guided tours, for education and recreational purposes and the development of social tourism. The future of virtual tourism depends on the improvement of technical capacity for designing virtual tours, creating content for them etc. The article notes the importance of tourism digital transformation for the purpose of the development of a digital economy. Adverse consequences of virtual reality introduction to the tourism sector are identified. The article indicates that the recognition of potential consequences of virtual tours on a living human and the formation of communication culture in virtual tourism is going encourage the transformation of tourism industry into a people-oriented digital economy.

Формування комунікативної культури майбутніх ІТ-спеціалістів

Формування комунікативної культури майбутніх ІТ-спеціалістів

CULTURE OF COMMUNICATION AS AN IMPORTANT CONSTITUENT IN THE PROFESSIONAL ACTIVITY OF PHYSICAL CULTURE OF A TEACHER

The communication culture of physical education specialist is an integrative personal quality that provides a high level of verbal behaviour in the educational process and allows a teacher to interact with students for the purpose of reporting the information orally, to establish and maintain the contact, to regulate their behaviour, to coordinate actions on conflicts preventing, to share feelings and emotions.. Therefore, it is important in the educational process to lay the foundations of a communication culture of future physical education specialists that meets the temporal, spiritual and creative potential and professional activity. For the communication to be successful, one is to have the necessary skills. They are acquired with experience using psychological tools, certain specific exercises and pedagogical techniques. The aim of research is to conduct the analysis of scientifically-methodical, psychology-pedagogical and special literature on questions the culture of communication of teacher of physical education. Research methods used: system analysis, generalisation, classification for selection of types, factors of communication culture and components of communication culture level of physical training teacher. Research results: (i) the main types of communication are highlighted (communication with a real partner, communication of a person with an illusory partner, communication of a person with an imaginary partner); (ii) the components, which establish high level of communicational culture of physical training teachers (communicational devices, skills and knowledge) are defined); (iii) main factors which influence the formation of the components of physical training teacher communication culture have been disclosed; (iiii) the categories and indexes (cognitive, operational activity, personal) have been considered, which define the level of formation of communication culture of physical training teacher.

Peculiarities of formation of communication culture of future medical workers at higher educational institutions of Ukraine

The purpose of the article is to analyze the means of forming the culture of communication of future medical professionals in the higher medical institutions of Ukraine, to characterize effective ways of forming professional communicative competence of foreign students. Research methods: theoretical analysis, comparison and synthesis of scientific sources; communicative method that will improve the development of professional broadcasting of foreign students. The novelty of the work lies in the insufficient research of the topic and in the fact that this problem has not yet been raised in terms of the situation characteristics of the formation of the professional communicative competence of foreign students of the Belarusian State Medical University. Conclusions. Nowadays, the issues of the forms, methods and means of organizing the educational activities of students that will contribute to the improvement of speech skills and abilities required for health care professionals are relevant. The formation of professional speech and communication culture of future medical professionals should be the result of comprehensive training focused on the professional skills of a specialist - a graduate of higher medical educational institutions of the Ministry of Health of Ukraine, especially if this graduate subsequently returns to his country and represents our education and knowledge gained in Ukraine at home.

Педагогічні умови формування комунікативної культури майбутнього вчителя музичного мистецтва у процесі диригентсько-хорового навчання

The article describes pedagogical conditions for the communicative culture formation of a future music art teacher and the process of conducting-choir training. It is noted that the pedagogical condition is a point of the learning process, the result of purposeful selection, design and use of content elements, methods, devices, as well as organized forms of training to achieve specific didactic goals. The pedagogical condition must be the result of a well-thought-out and thorough selection of each of the elements of the educational process. It is emphasized that observance of pedagogical conditions is necessary in connection with the possibility to realize innovative professional training of future music art teachers. The article substantiates feasibility of using the component structure of the communicative culture of a future music art teacher in defining a set of pedagogical conditions, in particular: motivational and value based; emotionally empathic; cognitive-informational; activity-behavioral components.Based on the didactic analysis of the structure and content of the communicative culture of a future music art teacher, four pedagogical conditions have been identified. The first condition is strengthening of value-semantic aspects in the content of conducting-choral training of future music art teachers. Any musical composition exists as a product of culture, independent from a listener but with some known meaning, which depends on the composer, its creator. Inclusion of empathic-creative tasks in the process of conducting-choral training on the basis of a dialogue between cultures (the second pedagogical condition) implies that a unified understanding of interpretative tasks and the content of performance forms an empathic-creative attitude towards music among participants of the educational choral group. The third pedagogical condition is creation of a positive incentive to the collective spiritual and creative interaction of the participants of the educational choral group. It is focused on a «dialogue position», which has a special dynamic character and is aimed at all participants in the dialogue. To create the atmosphere of creativity in classes, maintaining contact with students in the educational choir, it is necessary to stimulate creative self-realization of students in socio-cultural conducting and choir activity. This circumstance has formed the basis for the fourth pedagogical condition for the formation of the communicative culture of a future music art teacher and the process of conducting-choral education.