Psychological characteristics of pedagogical communication. Features of pedagogical communication Brief characteristics of pedagogical communication

Traditionally, three interrelated functions are distinguished in communication: communicative (exchange of information), perceptual (people’s perception and knowledge of each other), interactive (organization and regulation of joint activities). These functions of communication in pedagogical activity are realized in unity. Each person performs many functions: official (boss, subordinate, student, doctor, teacher, etc.), family (mother, father, husband, wife, sister, etc.).

It should be emphasized that the implementation of the designated functions of communication is largely determined by the moral and ethical attitudes of the teacher - such as humanism, an optimistic approach to the individual, recognition of its originality.

Pedagogical communication is, first of all, communication - the transfer of information, the exchange of information between participants in the pedagogical process. Information accompanies all actions of the teacher. Exchange of information is the most difficult aspect of teaching, especially for a novice teacher. The effectiveness of communication depends on many conditions. It is important, first of all, to ensure positive motivation when transmitting information, its understanding and acceptance by students. It is important to attract attention and arouse interest in the topic of communication.

For this purpose, in lessons, teachers use entertaining facts, problem situations, excerpts from fiction, popular science literature, historical references, and offer video fragments.

As G.I. Shchukina wrote, “through the prism of speech activity, one can trace the style and nature of communication, the personal attitude of the teacher to the issues and problems under consideration. Speech activity reveals erudition, pedagogical skill, and the teacher’s ability to build contacts with students.”

V. A. Sukhomlinsky argued that the word of a teacher is his professional means, “an irreplaceable instrument for influencing the soul of a student.”

Let us consider the general characteristics of communication in order to further characterize from these positions the pedagogical communication between the teacher and students (teacher and students).

The formal side of the process of verbal communication can be characterized on the basis of the typology of verbal behavior (speech) described by A. A. Kholodovich. He proposed five binary features for identifying a speech act:

1) means of expression;

2) communication skills;

3) orientation;

4) quantification;

5) contact.

Thus, according to the “means of expression” criterion, communication can be audio or written. With the sign “communicativeness” the author notes the presence or absence of a partner and, if present, either direct (for example, dialogue) or indirect communication - through an intermediary, through a third party (for example, translation). “Orientation” means either transitivity (one speaks, the other(s) listens) or reciprocity (two interlocutors alternately speak and listen). “Quantitativeness” determines the number of listeners (one - many) and the nature of the receiving party. The sign of “contact” indicates the presence or absence of the interlocutor in the field of view.

Based on the combination of these characteristics, 32 types of verbal communication are theoretically possible. In terms of this concept, pedagogical communication can be characterized primarily as audio, direct, contact, transitional (which should be mutual), and mass.

Defining communication as the process of establishing and maintaining purposeful, direct or mediated by one or another means of contact between people who are somehow connected to each other psychologically, A. A. Leontyev identifies the following characteristics:

1) contact;

2) orientation;

4) semiotic;

5) specialization;

6) psychological dynamics of the process.

In the latest edition they are defined by A. A. Leontyev as semiotic specialization and degree of mediation, orientation of communication and psychological dynamics. At the same time, he fills some of the previously mentioned characteristics with new content. Thus, the dual nature of the focus is noted: to change the characteristics of people’s interaction and to change them themselves. When determining orientation, not only the direction of information exchange is noted, but also the social or personal nature of the orientation itself. On this basis, A. A. Leontiev, B. Kh. Bgazhnokov distinguish two types of communication: personality-oriented and socially-oriented. They differ in communicative, functional, socio-psychological and speech structure. Statements in socially oriented communication are addressed to many people and should be understandable to everyone. Therefore, they are subject to the requirements of completeness, comprehensiveness, transparency, accuracy and high culture. The content of the semiotic specialization of communication emphasizes the importance of combining all means: verbal and non-verbal - to increase the effectiveness of speech influence. Contact is considered by the degree of proximity in time and space of the spoken message and its perception. An important characteristic of communication is its psychological dynamics, determined by the characteristics of the impact of verbal information.

Depending on the degree and nature of the impact of verbal information on the human psyche, they distinguish: message, persuasion and suggestion. Based on these characteristics, one can, following A. A. Leontiev, define, for example, a lecture as socially oriented communication with various psychological dynamics (but involving mainly persuasion and information), approaching interpersonal communication (conversation) in the nature of the means used in it and in the social mediation.

Let’s add to those listed two more characteristics of communication: representativeness and multi-informativeness. Representativeness is the subjective representation of the speaker (teacher or student) in the text, polyinformativeness is the diversity of speech communication, where all its characteristics are simultaneously realized (content, expressiveness, impact), different levels are reflected (subject, semantic, etc.).

The social nature of representativeness is determined by the fact that there is no pointless communication between people, it is always meaningful, historically specific and can only exist for any specific reason, in certain types of social activities and relations - production-technical, economic, political, moral, etc. These activities influence and are reflected in communication. Representativeness presupposes that any communication reflects the individual personal characteristics of those communicating, for example, a teacher (teacher) and students (students), their cultural level, age, gender, as well as interests, needs, tastes, inclinations, etc. Of particular importance is the analysis of verbal communication, its main forms, the product of communication - the text, which allows us to reveal those social and public relations in which the people implementing this communication are included, their personal characteristics.

An equally important characteristic of verbal communication is polyinformativeness. It lies in the fact that the speech message transmitted in the process of verbal communication has a complex communicative-subject content, which represents the unity of the actual meaningful, expressive and motivating plans of the statement. Naturally, each of them can be more or less clearly expressed, but their internal unity determines the multi-informative nature of verbal (speech) communication in the social and communicative activities of people. Thus, speech (verbal) communication is described by at least seven characteristics: contact, orientation, focus, semiotic specialization, dynamics, representativeness, polyinformativeness.

Depending on the purpose, speech can be entertaining, where the main thing is entertainment, interest, and maintaining attention; informational - gives a new idea about the subject; inspiring, addressed to a person’s feelings and emotions; persuasive - involves using logical arguments to prove or refute any position; calling to action.

In pedagogical communication, all the variety of types of speech is “present,” but regardless of whether the teacher convinces, informs, or encourages students, special requirements are imposed on his speech:

1) correctness (compliance with literary and linguistic norms);

2) accuracy (use of words and expressions in their proper meanings);

3) clarity, simplicity, consistency, accessibility;

4) richness (diversity of linguistic means used);

5) imagery, emotionality.

In order to skillfully use the word, the teacher needs to ask himself the following questions: how to say it correctly, how to say it in an accessible way, how to say it convincingly, how to say it emotionally.

In communication, it is important not only what is said, but also how it is said. A special science teaches how to speak beautifully - rhetoric. It not only reveals ways to beautifully convey information, it clearly outlines the rules that turn the word into a means of influencing other people.

Speech expresses the teacher’s attitude to the content of information and to the person with whom he is communicating, i.e., the emotional expressiveness of speech is important: intonation, pace, diction, strength, pauses.

A. S. Makarenko believed that you can become a master only when you learn to pronounce the words “come here” with 15-20 intonation shades. Intonation gives the teacher’s speech an emotional coloring. “People are offended not by the meaning, but by the intonation, because intonation reveals another meaning, hidden and main,” notes Yu. Trifonov. With intonation you can focus the attention of students, highlight individual words and expressions, emphasize the importance of the task, express a positive or negative attitude towards the information presented, towards the result of the activity, express surprise, joy, doubt.

Nonverbal means complement speech, emotionally influence students, and convey the teacher’s feelings and experiences. K. S. Stanislavsky argued that people communicate using the organs of their five senses: eyes, facial expressions, voice, movements of hands, fingers, as well as through radiation and radiation perception.

These wordless means are called emotional language of communication. How important it is for many students when in class, when answering a difficult question, the teacher supports them, nodding his head, giving them a good mark, smiling. And how not easy it is to answer, even to receive a good grade from a teacher, a face whose look does not express anything.

Thus, a culture of communication is achieved through both speech and non-verbal means.

In order for a dialogue interaction to arise between the teacher and the student in a question situation, it is proposed to fulfill the following conditions:

1) if you ask a question, wait for your interlocutor to answer it;

2) if you express your point of view, then encourage the student to express his attitude towards it;

3) if you disagree, formulate arguments and encourage the student to search for them;

4) pause during the conversation. Do not take over the entire “communicative space”;

5) look into the face of the student and your interlocutor more often;

6) repeat phrases more often: “What do you think?”, “I’m interested in your opinion,” “Why are you silent?”, “Do you disagree with me? Why?", "Prove me wrong."

According to R.K. Verderber, the ability to pose a question and emotionally express one’s thoughts is an important side of communication, but for a teacher, the other side is no less significant - the ability to listen.

The mechanism for cognition and understanding of a student’s personal identity is pedagogical empathy. According to the definition of I. S. Sergeev, “Empathy is comprehension of the emotional states of another person in the form of empathy and sympathy.” Thus, we can say that pedagogical empathy is manifested in the teacher’s ability to mentally put himself in the student’s place, to penetrate his mental state, to understand, to empathize. But this is possible if the teacher knows and understands himself well, is able to objectively analyze his thoughts, experiences, actions, relationships with people, that is, if he has developed reflection.

A teacher who masters reflection and empathetically perceives, understands and correctly evaluates a student can successfully predict, adjust educational relationships, and manage them.

Means of communication include:

1) language - a system of words, expressions and rules for combining them into meaningful statements used for communication. Words and rules for their use are the same for all speakers of a given language, this makes communication through language possible. If I say “table”, I am sure that any of my interlocutors connects with this word the same concept that I do - this objective social meaning of the word can be called a sign of language. But the objective meaning of a word is refracted for a person through the prism of his own activity and forms its own personal, “subjective” meaning, so we do not always understand each other correctly.

2) intonation, emotional expressiveness, which can give different meanings to the same phrase.

3) facial expressions, posture, and gaze of the interlocutor can enhance, complement or refute the meaning of the phrase.

4) gestures as a means of communication can be either generally accepted, i.e. have meanings assigned to them, or expressive, i.e. serve for greater expressiveness of speech.

5) the distance at which the interlocutors communicate depends on cultural and national traditions, on the degree of trust in the interlocutor.

Thus, the effectiveness of communication depends on many conditions. It is important, first of all, to ensure positive motivation when transmitting information, its understanding and acceptance by students. It is important to attract attention and arouse interest in the topic of communication. And the main role is given directly to the teacher.

Nesterova I.A. Pedagogical communication // Nesterov Encyclopedia

In modern conditions, when pedagogy is once again going through difficult times, it is extremely important not to forget those concepts and phenomena that form its basis. One of the most important categories in pedagogical science is pedagogical communication. In addition, a teacher’s communication skills are among his professional competencies.

The concept of pedagogical communication

The role of communication is very important in pedagogy. It ensures the success of interaction between teacher and student, teacher and student. At the same time, it is important to realize that communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities. We must not forget that communication includes not only the exchange of information, but also the development of a unified strategy for interaction, perception and understanding.

Pedagogical communication has attracted the attention of scientists for a long time. Even in the period of Antiquity, it was believed that communication with those raised was not a simple matter. It was believed that communication with students required inclination and talent. Not everyone is given the opportunity to teach, as it is not easy to pass on your experience to others. However, the concept of “pedagogical communication” itself was introduced by V. A. Kan-Kallik and A. A. Leontyev

The problem of interpretation of the term “pedagogical communication” was addressed by leading experts both in Russia and abroad. Key definitions are reflected in the table.

The concept of pedagogical communication

		Interpretation of the term "pedagogical communication"
	A.A. Leontyev	Pedagogical communication– professional communication between a teacher and students in and outside the classroom, which has certain pedagogical functions and is aimed at creating a favorable psychological climate, as well as other types of psychological optimization of educational activities and relationships between teacher and student.
	L.L.Tovaznyansky, O.G.Romanovsky, V.V.Bondarenko	Pedagogical communication is a specific form of business interpersonal communication, which has its own characteristic features, and at the same time is subject to general psychological patterns inherent in communication as a form of human interaction with other people, including communicative, interactive and perceptual components.
	I.A.Zimnyaya	Pedagogical communication as a form of pedagogical cooperation is a condition for optimizing learning and personal development of the students themselves.
	V. A. Slastenina	Pedagogical communication is a multifaceted process of organizing, establishing and developing communication, mutual understanding and interaction between teachers and students, generated by the goals and content of their joint activities
	Kodzhaspirova G. M.	Pedagogical communication– professional communication between the teacher and students in an integral pedagogical process, developing in two directions: organizing relationships with students and managing communication in the children’s team

In foreign pedagogy and psychology, pedagogical communication is based on the principle of individuality dominant in Western culture and is characterized by the dominance of teacher leadership in the system of communication with students. And this, despite the promotion of equality of opinions between the student and the teacher. It is also necessary to separately highlight that in all Western countries there is a distance between the teacher and the students. In contrast, Eastern culture is dominated by greater openness between students and teachers. An example is the following situation: A teacher is carrying a stack of textbooks or notebooks in Asia; one of the students will often run up and help convey, which is unthinkable in Western learning culture.

Pedagogical communication requires well-developed skills in parallel to use a wide arsenal of means and languages ​​of communication for simultaneous influence with the peculiarities of pedagogical communication, due to which it should be qualified as one of the most difficult types of professional communication.

Functions of pedagogical communication are extremely important for understanding the concept of “pedagogical communication” as a term of pedagogical science. When detailing the functions of communication, researchers name different numbers of them. Let's consider the point of view of L.A. Karpenko. He believes there are at least eight of them:

1. contact,
2. informational,
3. incentive,
4. coordination,
5. understanding,
6. amotivational,
7. establishing relationships,
8. exerting influence.

Features of pedagogical communication

Pedagogical communication Without a doubt, it has a number of features, thanks to which it can be safely called one of the basic competencies of a modern teacher.

It is important to highlight the following features of pedagogical communication:

1. It is closer in nature to communication between a psychotherapist and a client, since the teacher, first of all, conveys to the student a belief in the power of the human mind, a thirst for knowledge, and a love of truth. The teacher must demonstrate a culture of interpersonal relationships.
2. Full-objective orientation - aimed not only at the interaction of students for the purpose of their personal development, but also at organizing the development of educational knowledge and the formation of creative skills on this basis.
3. Triple focus - on educational interaction, on students (their current state, promising lines of development) and on the subject of mastery.
4. Triple orientation – personal (frontally influences each student), social (focuses the whole class on the desired result) and subject.
5. A combination of business and personal communication.
6. Prolonged and can last for years.
7. Obligatory-compulsory, functional-role character.
8. It is carried out simultaneously with other types of teacher activities, often being the conditions for their implementation.
9. Multifunctionality, purposefulness.
10. Complementarity.

Pedagogical communication styles are based on key, generally recognized communication styles. Pedagogical communication style is closely related to learning style. E.V. Yurchenko understands learning style as individual typological features of socio-psychological interaction between teacher and students.

Currently, the styles of pedagogical communication reflected in the figure below are relevant.

Now we need to consider each separately pedagogical communication style. We should start, of course, with the authoritarian style. It is one of the most frequently used in school settings, along with democratic one.

Authoritarian style pedagogical communication is characterized by strict management and comprehensive control. The teacher not only determines the general goals of the work, but also indicates how to achieve them, and strictly determines who will work with whom. This approach reduces active motivation, since the student does not know what the overall purpose of the work he is doing is. In an authoritarian style, the teacher exercises sole leadership of the team without relying on assets.

Permissive style has a number of features that make it quite popular, but at the same time, ineffective. The key feature of the permissive style of pedagogical communication can be called the self-removal of the leader from the educational process.

Democratic style Pedagogical communication implies the direct participation of students in the discussion of the entire course of work and its organization. This style of pedagogical communication requires the teacher to pay attention to and take into account the opinions of students, the desire to understand them, to convince them, and not to order. A feature of the democratic style of pedagogical communication is dialogue with students on equal terms.

Communication based on passion for joint creative activities- this is a style that can be considered as a prerequisite for successful joint educational activities. Passion for a common cause is a source of friendliness, and at the same time, friendliness multiplied by interest in work gives rise to a joint, passionate search. According to E.V. Yurchenko this style is the most productive.

Communication-distance implies maintaining a certain emotional distance between the teacher and the students. However, with a distance learning style, the overall creative level of collaboration between the teacher and students sharply decreases, which leads to the establishment of an authoritarian principle, and this, in turn, negatively affects the results of activities.

Sometimes found in pedagogical communication communication-elimination. This style of pedagogical communication is a negative form of communication. It is believed that elimination communication is an inhumane form of communication that reveals the failure of the teacher. From the point of view of creative realization and development, this style has no prospects.

Communication-flirting meets the desire to gain false cheap authority, which contradicts the requirements of pedagogical ethics. Communication-flirting arises as a result of the teacher’s misunderstanding of the tasks facing him, lack of communication skills, fear of communication and at the same time the desire to establish contact with students.

Literature

1. Fundamentals of pedagogical communication: textbook: course of lectures for

students of pedagogical universities / V.S. Elagina, E.Yu. Unwise - Chelyabinsk: NP "Innovation Center "ROST", 2012.

2. Leontyev A. A. Pedagogical communication - M.: 1979.

3. Tovazhnyansky L.L., Romanovsky O.G., Bondarenko V.V., Ponomarev O.S., Chervanova Z.O. – Kharkov: NTU, 2015

4..Winter I.A. Pedagogical psychology - M.: Education, 2016

5. Pedagogy: Textbook for higher education students. ped. textbook institutions / Ed. V. A. Slastenina. – M.: Literature, 2004

6. Kodzhaspirova G. M. Pedagogy in diagrams, tables and supporting notes. - M.: 2008.

7. Karpenko L.A. Brief psychological dictionary - M.: Education, 1985

8. Yurchenko E.V. Kostenko I.K. Styles of pedagogical communication // Journal of Vologda Readings, 2009.

Pedagogical communication- this is communication in the process of training and education, aimed at optimizing the pedagogical process and developing the personality of students. In addition to the exchange of information and actions, pedagogical communication includes the mutual perception of the teacher and students of each other. The teacher perceives the mental and spiritual world of his students and predicts their possible behavior. Pedagogical communication allows you to change the mood of the student, his attitude towards objects, phenomena and people; enrich his knowledge, develop his thinking, change his spiritual activity.

The basis of pedagogical communication techniques are communication skills:

The ability to understand the mental state of students by external signs, especially facial expressions;

The teacher’s ability to regulate and show students their mental state, their emotional attitude to what is happening;

The teacher’s ability to structure his speech in the best way, to interest, captivate with a story, a message;

The ability to focus attention on yourself, manage initiative, “talk” the most shy;

Ability to listen carefully and ask questions, maintain a calm, confidential tone.

Pedagogical communication styles:

^ communication based on passion for joint creative activities;

^ communication “Distance”; communication “Intimidation”;

^ “Flirting” communication, the essence of which is the desire to quickly gain authority and please students.

The basis of effective pedagogical communication is pedagogical tact. It requires that in the most difficult and controversial situations, respect for the student’s personality is maintained. Tact presupposes observance of a sense of proportion in the actions of the teacher, rules of decency and politeness in communication. Tactlessness manifests itself in formal and rude treatment of students, indifference, irritability, shouting, and so on, which creates psychological barriers in communication and leads to pedagogical conflicts.

Negative, destructive or disorganizing factors of pedagogical communication can be:

Misunderstanding or ignoring the individual characteristics of the pupil, his character, temperament, personality orientation, etc.;

Students’ misunderstanding of the teacher, rejection of him as a mentor;

Inadequacy of the teacher’s actions to the motives of the student’s behavior;

The arrogance of the teacher, hurting the pride of the teacher and humiliating his dignity;

The following teacher mistakes are also destructive: categorical opinion, inability to listen, biased assessment, nagging, moralizing, insult, tension or constraint in relationships, harshness of intonation, absent look, absurdity or illogical behavior, aggressiveness towards students, disregard for their opinion, inattention to the achievements of students.

To increase the productivity of pedagogical communication, the following rules may be useful:

^ establishing personal contact with students;

^ formation of the feeling of “We” with students;

^ demonstration of their own disposition to communicate;

^ showing specific and clear goals of joint activities;

^ emphasizing the positive in the behavior and character of the pupil;

^ constant display of interest in students;

^ providing assistance to students and contacting them with their requests.

51. Professional self-realization of personality

Professional self-realization of personality begins with professional self-determination, that is, with the choice of profession. The choice of profession is influenced by the following factors: the position of parents and relatives, the position of teachers and class teachers, personal professional and life plans, abilities and their manifestation, awareness of a particular profession, interests and inclinations. In a market economy, it is also necessary to take into account the socio-economic demand for a particular profession, real opportunities for training and employment in the chosen profession, its material and social significance.

According to the theory of Russian psychologist E.A. Klimova, professional choice can be considered successful if

The individual characteristics of the optant (chooser) correspond to one of five types of professions: man - man, man - nature, man - technology, man - sign system, man - artistic image. Economic specialties, for example, according to this classification belong to the “person - sign system” type. And in order to successfully work in any profession of this type, you need special abilities to mentally immerse yourself in the world of symbols, to be distracted from the actual objective properties of the surrounding world and to focus on the information that certain signs carry. When processing information, the tasks of control, verification, accounting, processing of information, as well as the creation of new signs and sign systems arise.

There are other theories of professional self-determination. For example, in the theory of the American psychologist J. Holland it is stated that that professional choice is determined by which of the six personality types has been formed at a given moment: realistic, investigative, social, artistic, entrepreneurial or conventional type. As an example, consider the last two personality types:

Entrepreneurial type- risky, energetic, domineering, ambitious, sociable, impulsive, optimistic, pleasure-seeking, adventurous. Avoids monotonous mental work, unambiguous situations, and activities involving manual labor. Professional choice includes all types of entrepreneurship.

Conventional type- conformist, conscientious, skillful, inflexible, reserved, obedient, practical, inclined to order. Professional choices include banking, statistics, programming, economics.

After choosing a profession, a person decides on the method of obtaining the appropriate specialty, place of work and position. And further professional self-realization is associated with the professional development and self-improvement of a professional, with his desire to reach the pinnacle of professionalism (acme). "Acme" in the field of professional activity- this is the stability of high work results, reliability in solving complex professional problems in non-standard conditions, professional and creative inspiration, as well as an individual style of professional activity.

Professional self-improvement in our time it is necessary associated with continuing education, which includes organized training in educational institutions and self-education. Self-education fulfills the need of a professional to be a self-sufficient, independent, competent and competitive person. Professional self-education as independently carried out activities aimed at improving professionalism, includes:

^ mastering new values ​​and approaches to professional activities;

professional education, that is, the development of new ideas, technologies, etc.

understanding (reflection) of one’s own experience and forecasting further work.

To date There are several periodizations of professional self-realization of the individual. For example, psychologist Su-per (USA) divides the entire professional path of a person into five stages:

Growth stage(from birth to 15 years). Already in childhood, the professional “I-concept” begins to develop. In their games, children play different roles and try themselves in different activities. They show interest in certain professions.

Research stage(from 15 to 25 years). Boys and girls, based on an analysis of their interests, abilities, values ​​and capabilities, think through options for a professional career, select a suitable profession and begin to master it.

Career consolidation stage(from 25 to 45 years). Employees try to take a strong position in their chosen activity. If in the first half of this stage a change of place of work and specialty is possible, then by the end of it, in the process of professional self-improvement, the individual reaches the pinnacle of his “acme”, that is, the pinnacle of professionalism.

Stage of maintaining what has been achieved(from 45 to 65 years old). Workers try to maintain the position in production or service that they previously achieved, and continue their self-improvement in order to keep up with the times.

Decline stage(after 65 years). The physical and mental strength of older workers begins to wane. It is necessary to change the nature of professional activity so that it corresponds to the decreasing capabilities of the individual.

Classification of teaching abilities.

Characteristics of the main psychological traits of a teacher’s personality as an individual.

One of the main professionally significant qualities of a teacher’s personality is his “personal orientation.”

We can distinguish three areas that determine the essence of pedagogical orientation: an emotional and value-based attitude towards the teaching profession, a tendency to engage in activities that embody the specifics of this profession; a professionally significant quality of a teacher’s personality or a component of teaching abilities; reflective management of student development.

Pedagogical orientation is the motivation for the teaching profession, the main thing in which is an effective focus on the development of the student’s personality. A sustainable pedagogical orientation is the desire to become, be and remain a teacher, helping him to overcome obstacles and difficulties in his work. The orientation of the teacher’s personality is manifested throughout his professional life and in individual pedagogical situations, determines his perception and logic of behavior, the entire appearance of a person. The development of pedagogical orientation is facilitated by a shift in the teacher’s motivation from the subject side of his work to the psychological sphere, interest in the student’s personality.

The main motive for a truly pedagogical orientation is interest in the content of pedagogical activity. The pedagogical orientation, as its highest level, includes a vocation, which in its development correlates with the need for the chosen activity. At this highest stage of development—vocation—“the teacher cannot imagine himself without school, without the life and activities of his students.”

Teachers focused on “development” are relatively more likely to pay attention to the changing factors of educational achievements (for them, the diligence or diligence of schoolchildren is of paramount importance); teachers focused on “performance” pay more attention to stable factors of academic achievement (for them, the abilities or inclinations of schoolchildren are significant). In accordance with this, teachers focused on “performance” consider it possible to make long-term forecasts of school performance and the future professional career of schoolchildren.

Pedagogical abilities are the totality of individual psychological characteristics of a teacher’s personality that meet the requirements of pedagogical activity and determine success in mastering this activity. The difference between pedagogical abilities and pedagogical skills is that pedagogical abilities are personality characteristics, and pedagogical skills are individual acts of pedagogical activity carried out by a person at a high level.

Each ability has its own structure; it distinguishes between leading and auxiliary properties.

The leading properties in pedagogical abilities are: pedagogical tact; observation; love for children; need for knowledge transfer.

Pedagogical tact is the teacher’s observance of the principle of moderation in communicating with children in a wide variety of areas of activity, the ability to choose the right approach to students. Pedagogical tact presupposes: respect for the student and exactingness towards him; development of student independence in all types of activities and firm pedagogical guidance of their work; attentiveness to the mental state of the student and the reasonableness and consistency of requirements for him, etc.

Pedagogical observation is the ability of a teacher, manifested in the ability to notice significant, characteristic, even subtle properties of students.

Didactic abilities - the ability to convey educational material to students, making it accessible to children, to present the material or problem to them clearly and understandably, to arouse interest in the subject, to arouse active independent thought in students. Academic abilities - abilities in the relevant field of science (mathematics, physics, biology, literature, etc.).

Perceptual abilities - the ability to penetrate into the inner world of a student, pupil, psychological observation, associated with a subtle understanding of the student’s personality and his temporary mental states.

Speech abilities – the ability to clearly and clearly express one’s thoughts and feelings through speech, as well as facial expressions and pantomimes.

Organizational abilities are, firstly, the ability to organize a student team, unite it, inspire it to solve important problems and, secondly, the ability to properly organize one’s own work.

Communicative abilities – the ability to communicate with children, the ability to find the right approach to students, to establish relationships with them that are expedient from a pedagogical point of view, and the presence of pedagogical tact.

Pedagogical imagination (or predictive abilities) is a special ability, expressed in foreseeing the consequences of one’s actions, in the educational design of the student’s personality, associated with the idea of ​​​​what the student will turn out to be in the future, in the ability to predict the development of certain qualities of the student.

The ability to distribute attention simultaneously between several types of activities; is of particular importance for the work of a teacher.

Pedagogical communication is a specific form of communication that has its own characteristics and at the same time is subject to general psychological patterns inherent in communication as a form of human interaction with other people, including communicative, interactive and perceptual components. Pedagogical communication is a set of means and methods that ensure the implementation of the goals and objectives of education and training and determine the nature of interaction between the teacher and students.

Research in the field of educational psychology shows that a significant part of pedagogical difficulties is caused not so much by shortcomings in the scientific and methodological training of teachers, but by the deformation of the sphere of professional and pedagogical communication. An analysis of the very first professional steps of teachers reveals a phenomenon that could be called pedagogical imprinting (instant imprinting): the results of the very first contacts with students determine the choice of direction for the further evolution of professional and pedagogical communication.

14.1.1. Definitions of communication

Communication is an extremely complex and capacious concept. It is often interpreted as the interaction of two or more people with the goal of establishing and maintaining interpersonal relationships and achieving a common result of joint activity. From the perspective of the domestic activity approach, communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities and including the exchange of information, the development of a unified interaction strategy, perception and understanding of another person (Psychology..., 1996. P. 224) (http://www.psy.msu.ru/about/lab/semantec.html).

Human communication can be considered not only as an act of conscious, rationally designed verbal exchange of information, but also as direct emotional contact between people. It is diverse both in content and in the form of manifestation. Communication can vary from high levels of spiritual interpenetration of partners to the most limited and fragmented contacts (Stankin M.I., 2000; see abstract).

Communication is a fairly multifaceted phenomenon (Fig. 1). It represents the attitude of people towards each other, and their interaction, and the exchange of information between them, their spiritual interpenetration. The aspect of personal relationship is only one of the components, one of the facets of this phenomenon.

14.1.2. Interdisciplinary approach to communication

Communication is the subject of study in many sciences (Fig. 2, Fig. 3). For convenience of analysis N.P. Erastov identifies logical-epistemological, functional-linguistic, complex-combinative and general psychological approaches to communication as independent ones (Erastov N.P., 1979).

In logical-gnoseological terms, communication is considered as a special type of cognitive and practical activity of people, aimed at an adequate reflection of reality, carried out under certain conditions with certain goals and using certain means. This approach to communication allows us to concretize its social essence to the level of structural components and their connections with each other in an extremely general form.

The process of communication cannot occur without any means. Analysis of the correspondence of these means to the content, setting, goals and partners of communication greatly contributes to the understanding of its essence and mechanisms. It is clear that a psychological analysis of communication is impossible without a thorough study of specific means and methods of transmitting thoughts, feelings, and intentions of people in real acts of communication.

The main means of communication is language. Therefore, the study of its content, forms, types, possibilities and norms is the most important problem of the theory of communication as such. These aspects of communication are the subject of his study in the functional linguistic approach to communication.

The actual psychological analysis of communication begins where psychological research methods are used, and the observed facts are recorded in terms of psychology as a science and are considered in comparison with already known psychological patterns. Communication for a psychologist is, first of all, the patterns of the mental activity of people communicating with each other for certain purposes in certain conditions of their activity.

In the practice of scientific analysis, various combinations of the actual psychological approach to communication with approaches to it from other sciences (sociology, philosophy, physiology, medicine, pedagogy, etc.) have become widespread. Complex-combinative approaches form a certain single alloy, or complex, of psychological and non-psychological information (socio-psychological and psycholinguistic theory of communication), others remain ordinary combinations (psychophysiological and medical-psychological theory of communication).

Many of the complex and combinational approaches to communication are developed within the framework of traditional applied branches of psychology (social psychology, educational psychology, occupational psychology, forensic psychology, pathopsychology, zoopsychology, etc.). Some of the approaches are relatively independent in nature (psycholinguistic, logical-psychological, psychophysiological analysis of communication).

Each of these approaches has its own specifics and problems. But in general, these problems are based on a general psychological analysis of communication as a phenomenon of mental activity.

14.2. Specifics of pedagogical communication

14.2.1. Features of pedagogical communication

Pedagogical communication is a specific interpersonal interaction between a teacher and a pupil (student), mediating the acquisition of knowledge and the formation of personality in the educational process (Pedagogical..., 1993-1996. Vol. 2). Often pedagogical communication is defined in psychology as the interaction of subjects of the pedagogical process, carried out by sign means and aimed at significant changes in the properties, states, behavior and personal and semantic formations of partners. Communication is an integral element of pedagogical activity; outside of it, it is impossible to achieve the goals of training and education (Leontyev A.A., 1996) (http://www.avpu.ru/proect/sbornik2004/161.htm).

A.N. Leontyev In the psychological and pedagogical literature, there are different interpretations of pedagogical communication (Fig. 4). Let's list some of them. For example, A.N. Leontiev defines pedagogical communication as “professional communication between a teacher and students in the classroom and outside it (in the process of teaching and education), which has certain pedagogical functions and is aimed (if it is complete and optimal) at creating a favorable psychological climate, as well as other types of psychological optimization educational activities and relationships between teacher and student within the student body" (Leontyev A.N., 1979. P. 3). I.A. Zimnyaya draws attention to the fact that pedagogical communication “as a form of educational cooperation is a condition for optimizing learning and personal development of students themselves.”

Pedagogical communication is the main form of implementation of the pedagogical process. Its productivity is determined, first of all, by the goals and values ​​of communication, which must be accepted by all subjects of the pedagogical process as an imperative for their individual behavior. We can distinguish the corresponding levels of pedagogical communication (Fig. 5).

The main goal of pedagogical communication is both the transfer of social and professional experience (knowledge, abilities, skills) from the teacher to students, and the exchange of personal meanings associated with the objects being studied and life in general (Fig. 6). In communication, the formation (i.e., the emergence of new properties and qualities) of the individuality of both students and teachers occurs (Cialdini R., 2001; see abstract).

In addition to the information function, a number of others can be distinguished, for example:

contact - establishing contact as a state of mutual readiness to receive and transmit educational information and maintaining relationships in the form of constant mutual orientation;

incentive - stimulation of student activity, directing him to perform certain educational actions;

amotive - inducing the necessary emotional experiences in the student ("exchange of emotions"), as well as changing with his help his own experiences and states, etc.

Pedagogical communication creates conditions for the realization of the potential essential forces of the subjects of the pedagogical process.

The highest value of pedagogical communication is the individuality of the teacher and the student. The teacher’s own dignity and honor, the dignity and honor of students are the most important value of pedagogical communication.

In connection with this leading principle of pedagogical communication, I. Kant’s imperative can be accepted: always treat oneself and students as the goal of communication, as a result of which an ascent to individuality occurs. An imperative is an unconditional requirement. It is this ascent to individuality in the process of communication that is an expression of the honor and dignity of the subjects of communication.

Pedagogical communication should focus not only on human dignity as the most important value of communication. Ethical values ​​such as honesty, frankness, selflessness, trust, mercy, gratitude, care, and faithfulness to one’s word are of great importance for productive communication.

The specificity of pedagogical communication, first of all, is manifested in its focus. It is aimed not only at the interaction itself and at students for the purpose of their personal development, but also, which is fundamental for the pedagogical system itself, - at organizing the development of educational knowledge and the formation of skills on this basis. Because of this, pedagogical communication is characterized by a triple focus - on the educational interaction itself, on students (their current state, promising lines of development) and on the subject of mastery (Ershov P.M., 1998; see abstract).

At the same time, pedagogical communication is determined by a triple focus on subjects: personal, social and subject. This occurs due to the fact that the teacher, working with one student on mastering any educational material, always focuses its result on everyone present in the class, i.e. frontally affects every student. Therefore, we can assume that the originality of pedagogical communication, revealed in the totality of the named characteristics, is also expressed in the fact that it organically combines elements of personally oriented, socially oriented and subject-oriented communication (Mitina L.M., 1996; see abstract).

The quality of pedagogical communication is determined, first of all, by the fact that it implements a specific teaching function, which includes education. After all, the starting position for organizing an optimal educational process is the educational and developmental nature of learning. The teaching function can be correlated with the translational function of communication, according to A.A. Brudny, but only in general terms. The educational function of pedagogical communication is the leading one, but it is not self-sufficient, it is a natural part of the multilateral interaction between the teacher - students, and students among themselves.

Klimov E.A. Pedagogical communication reflects the specific nature of human interaction, described by the “person - person” scheme (according to E.A. Klimov).

Let us recall that among the main characteristics of this group of professions the following stand out:

The ability to lead, teach, educate, “carry out useful actions to serve the various needs of people.”

The ability to listen and listen.

Broad outlook.

Speech (communicative) culture.

“The soul-study orientation of the mind, observation of the manifestations of a person’s feelings, mind and character, his behavior, the ability and ability to mentally imagine, model his inner world, and not attribute to it his own or another, familiar from experience.”

“A design approach to a person, based on the belief that a person can always become better.”

The ability to empathize.

Observation, etc. (Klimov E.A., 1995. P. 224).

14.2.3. Models of pedagogical communication

Communication is the process of development and establishment of relationships between subjects who actively participate in dialogue. The teacher's speech is the main means that allows him to introduce students to his ways of thinking.

If we consider communication as an end-to-end process in learning, then it is necessary to distinguish two main models of communication:

educational and disciplinary;

personality-oriented.

Makarenko A.S.

1. Educational and disciplinary model of communication. It has been developing in our country for decades and bears the imprint of the second half of the 70s. last century, when the purpose of education was to equip students with knowledge, skills and abilities. The slogan during the interaction between adults and children was “Do as I do.” The communication model under consideration is characterized by an authoritarian style of communication (Fig. 7; Fig. 8), where:

Methods of communication: instructions, explanations, prohibitions, demands, threats, punishments, notations, shouting.

Communication tactics: dictate or guardianship.

Personal position: satisfy the requirements of management and regulatory authorities.

As a result of this model of communication, a detrimental effect on the child’s personality occurs. An alternative to this model is the person-centered communication model (see below).

Traditionally, training and education were considered as one-way directed processes, the mechanism of which was the transmission of educational information from its carrier - the teacher to the recipient - the student. The pedagogical process, built on the basis of such ideas, demonstrates low efficiency in modern conditions. The student, as a passive participant in this process, is only able to assimilate (in fact, remember) the limited information that is provided to him in ready-made form. He does not develop the ability to independently master new information, use it in non-standard conditions and combinations, or find new data based on what has already been learned. A one-sided educational process practically does not achieve the main goal of education - the formation of a mature, independent, responsible personality, capable of taking adequate steps in the contradictory and changing conditions of the modern world. A person under the influence of authoritarian directive influence acquires the traits of dependence and conformity (Antsupov A.Ya., 1996).

2. Personality-oriented model of communication. The goal of a person-oriented model of communication is to ensure the child’s feelings of psychological security, his trust in the world, the joy of existence, the formation of the beginning of personality, and the development of the child’s individuality. This model of communication is characterized by a dialogic type of communication (Fig. 8) (Pavlova L.G., 1991; see abstract).

This model of communication is characterized by the fact that an adult interacts with a child in the process of communication (Sinagina N.Yu. et al., 2001; see abstract). It does not adjust the development of children, but prevents the occurrence of possible deviations in the personal development of children. The formation of knowledge, skills and abilities is not a goal, but a means of full development of the individual.

Methods of communication: understanding, recognition and acceptance of the child’s personality, based on the emerging ability of adults to decenter (the ability to take the position of another, take into account the child’s point of view and not ignore his feelings and emotions).

Communication tactics: cooperation, creation and use of situations that require the manifestation of intellectual and moral activity of children.

Personal position of the teacher: proceed from the interests of the child and the prospects for his further development.

In this regard, in modern science and practice, the concept of the pedagogical process as a dialogue, providing for mutually directed and thereby conditioned interaction of participants in this process, as well as group discussion methods, is becoming increasingly recognized (Fig. 9, animation). (Kurganov S.Yu., 1989; see abstract). In this regard, pedagogical communication acts as the main mechanism for achieving the main goals of training and education

Communication is the central problem of pedagogy. It is the main means of solving the problems of training, education and personal development of students and is aimed at creating a favorable psychological climate, an optimal state of the educational process and the effective achievement of pedagogical goals.

Pedagogical communication is a specific form of business interpersonal communication, which has its own characteristic features, and at the same time is subject to general psychological laws inherent in communication as a form of human interaction with other people, including communicative, interactive and perceptual components.

Pedagogical communication is the main form of implementation of the pedagogical process. Its productivity is determined, first of all, by the goals and values ​​of education and, accordingly, the communication necessary for its implementation. At the same time, these goals and values ​​must be accepted by all participants in communication as subjects of this process as an imperative for their individual behavior.

Thus, Pedagogical communication is a multifaceted process of organizing, establishing and developing communication, mutual understanding and interaction between students and teachers, generated by the goals, nature and content of their joint activities.

Therefore, for the correct organization of effective pedagogical communication, the future teacher needs to understand the purpose and content of this communication, know its functions and means, types and styles of pedagogical communication, its general structure and various models.

The purpose of pedagogical communication consists both in the transfer of social and professional experience (knowledge, abilities, skills) from teacher to student, and in their exchange of personal meanings associated with the objects being studied and life in general. It is communication that contributes to the emergence and formation, formation and development of new properties and qualities of individuality of both students and teachers. Only in the process of pedagogical communication can the formation of a general and professional culture of students, a system of life goals and values, moral norms and principles be successfully carried out.

Content of pedagogical communication is, first of all, an exchange of information, a purposeful organization by the teacher of mutual understanding and relationships with students using various communication means. Communication is a rather complex, multi-aspect and multi-subject socio-psychological phenomenon. It is diverse in its focus and its internal content. You can understand the essence of pedagogical communication only by analyzing the subject of communication, that is, what it is about.

Means of pedagogical communication can be defined as methods of encoding, transmitting, processing and decoding information transmitted in the process of communication. The means of communication refers to how a person realizes the content of communication and achieves its goal.

The implementation of pedagogical communication, the successful achievement of its goals and content with the help of selected means are ensured through the implementation of a certain set of functions this communication. In the course of performing these functions, the desired interaction between the teacher and students occurs, as a result of which the necessary pedagogical conditions are formed for the possibility of solving the assigned tasks of the educational process. The general structure of the set of functions of pedagogical communication can be clearly presented using Fig. 67.

Main functions of interaction between subjects of the pedagogical process with optimal pedagogical communication are the following:

- constructive function of communication, ensuring pedagogical interaction between teacher and student when discussing and explaining the content of knowledge and the practical significance of a specific academic discipline;

- organizational function pedagogical communication consists in the purposeful organization of joint educational activities of a teacher and a student, in their mutual personal awareness and common responsibility for success in the educational process;

Rice. 67. Basic functions of pedagogical communication

- communicative-stimulating function pedagogical communication is a combination of various forms of educational and cognitive activity (individual, group, frontal), the organization of interaction and mutual assistance in order to ensure pedagogical cooperation. It is aimed at creating students’ awareness of what they should learn, understand in a given lesson or when studying a given discipline, what to learn;

- informational- teaching function pedagogical communication serves to show the place of the academic discipline in the system of the student’s future professional activity and its connection with production. It is intended for the correct understanding of the world and orientation of the student in the events of public life; ensures the mobility of the level of information capacity of training sessions and its completeness in combination with an emotional presentation of the material, relying on the visual-sensory sphere of students;

- emotional-corrective function pedagogical communication consists in implementing in the learning process the principles of “open prospects” and “victorious” learning during the change of types of educational activities. It ensures the establishment of a relationship of trusting communication between the teacher and the student and, with its help, improves the quality of the educational process and its effectiveness;

- control- evaluation function pedagogical communication consists in organizing mutual control between the teacher and the student, in their joint summing up of the results of the educational process or a certain stage of it, in its assessment with self-control and self-assessment.

Depending on the goals, objectives and nature of the joint activity of people, its organization and the existing system of relationships, several types of communication .

IN
in accordance with the classification proposed by A.A. Leontiev, the main types of communication are the following (Fig. 68).

Rice. 68. Basic types of communication

1. Socially oriented communication , the forms of which are a lecture, report, oratory addressed to a certain audience. The lecturer or speaker acts as a representative of society, he encourages people to direct social activity, strives to unite listeners around some socially significant idea, task, etc., provides a “backdrop” for social influence, shapes ideas, changes their beliefs.

2. Group subject-oriented communication . Here industrial relations come first. The purpose of such communication and its subject are to organize the collective interaction of communication participants in joint work and study.

3. Personality-oriented communication represents communication between subjects of the educational process with each other, aimed at solving personal problems, including in the process of joint activities.

4. Psychological relationships represent a special type of communication in which, according to A.A. Leontyev, relationships “subjectively for a person stand in the center; sometimes he does not realize that social relations are hidden behind them.”

One of the most important requirements for the teaching profession is the clarity of the teacher’s social and professional position. The position of a teacher is a system of intellectual and emotional-evaluative relationships to the world, to pedagogical reality and to pedagogical activity. The social and professional position of the teacher cannot but affect his style of pedagogical communication , which means individual typological features of interaction between a teacher and students. A general idea of ​​the different styles of pedagogical communication is given in Fig. 69. When classifying them, one should take into account both the basis on which this or that style of communication is formed, and what is most characteristic of its manifestation. V.A. Kan-Kalik identifies five different styles of pedagogical communication based on the following positions.

1. The style of communication between the teacher and students is based on passion for joint creative activities. Such communication can develop in the process of joint research, supervision of coursework and dissertations, or invitation of a graduate to graduate school. It is typical for established scientific schools.

2. Communication style based on friendly disposition. However, in this case, a certain measure of distance must be observed, which preserves the status positions and sovereignty of each of the subjects of the process of pedagogical interaction.

3. Communication style based on a clearly established and strictly maintained distance. At the same time, the teacher distances himself from the student, emphasizing his experience and knowledge, differences in social status. But the distance must be based on authority. Otherwise, the overall creative level of joint work between the teacher and the student may sharply decrease.

4. A communication style based on intimidating students. It is an extremely negative form of communication, is inhumane in nature and most often reveals the pedagogical failure of the teacher who resorts to it.

5. Communication style based on flirting with students. This style of communication is false; usually the teacher who resorts to it aims to gain cheap authority among students.

Rice. 69. Classification of pedagogical communication styles

Communication styles such as intimidation, flirtation and extreme forms of communication-distance, when used frequently, become a kind of cliches, reproducing ineffective methods of pedagogical communication and making it difficult to achieve the goals of the educational process.

For an experienced, highly qualified teacher, the style of communication with students is not something frozen and final. Life practice testifies to the endless variety of pedagogical situations, each of which, for its effective resolution, requires a different style of communication, which, however, should not depend on the emotional and psychological state of the teacher, on his mood. Therefore, the style of pedagogical communication, in our deep conviction, should be formed on the basis of respect for the student’s personality, on the high general, professional and pedagogical culture of the teacher.

From the standpoint of the most characteristic manifestation in the classification of pedagogical communication styles, its varieties are distinguished: autocratic, authoritarian, democratic, free-liberal, liberal and inconsistent.

Autocratic(or autocratic) style of communication occurs in cases where the teacher exercises sole control of the educational and cognitive activities of a group of students, not allowing them to express their views, without allowing any critical comments. At the same time, he consistently imposes a certain set of requirements on students and exercises strict control over their implementation.

Authoritarian(or authoritative) style of communication allows for the opportunity for students to participate in the discussion of issues of academic or collective life, but the decision is ultimately made by the teacher in accordance with his principles, views and attitudes. An authoritarian style of communication gives rise to inadequate self-esteem in students, instills in them a cult of power, contributes to the formation of neurotics, leads to a distorted understanding of values, to a high assessment of such personality traits as “the ability to get away with anything”, the ability to use others to do what one must do oneself . The main forms of teacher interaction in this style are orders, instructions, instructions, and reprimands.

Democratic communication style presupposes the teacher’s attention to students and consideration of their opinions, the desire to understand them, to convince them that they are right, and not to order. In this case, the teacher strives to conduct dialogical communication “on an equal footing”, develop students’ self-government skills, and take their individual characteristics into account as much as possible. With a democratic style of communication, the teacher stimulates students to creativity, initiative, and organizes conditions for self-realization. The main methods of communication in this case are requests, advice, information, and the desire to include everyone in active work. This style of communication is characterized by strong educational and scientific contacts with students and stimulates them to successful cognitive activity.

Free liberal The communication style is characterized by familiarity, connivance, and anarchy. This is the most “harmful” and destructive style for business. It disorganizes the normal educational and cognitive activity of students, reduces the importance of monitoring its results, creates uncertainty among students, causes tension and anxiety in them.

Liberal the style of communication appears as a kind of anarchic, permissive. The teacher who follows it tries not to interfere in the life of the team, does not show activity, and actually removes himself from responsibility for what is happening. When using this style, the teacher only formally fulfills his functional duties, limiting himself only to teaching as a presentation of educational material. The consequence of such tactics is also the lack of proper control over the results of students’ activities and the dynamics of their personal development.

It should be noted that the characteristic common features of the liberal and authoritarian communication styles, despite their apparent opposition, are the formation and maintenance of distant relationships between the teacher and students, the lack of mutual trust between them, extreme isolation, alienation, and the teacher’s demonstrative emphasis on his dominant position.

Inconsistent, An illogical style of communication is that the teacher, depending on external circumstances and his own emotional state, carries out any of the above-mentioned communication styles, which leads to disorganization and situationality of the system of relationships between the teacher and students, and to the emergence of conflict situations.

In real teaching practice, mixed communication styles most often occur. The teacher cannot exclude from his arsenal some techniques of the authoritarian style of communication; they sometimes turn out to be quite effective. In general, the teacher should be focused primarily on a democratic style of communication with students, since it is this that contributes to the maximum implementation of the personal development strategy of pedagogical interaction and the effective achievement of the goals of the educational process.

All variants of communication styles can be reduced to two types: monologue and dialogic. At monologue The nature of communication involves subject-object relationships, where the subject is the teacher and the object is the student. At dialogical In the same communication, more productive subject-subject relationships are established, during which the teacher interacts with students on the basis of partnerships, in alliance with them. Here the principles of modern cooperation pedagogy are implemented to the maximum extent. Therefore, the results of fruitful pedagogical communication based on pedagogical cooperation are the following.

Firstly, a two-way process based on the interaction between teacher and student is successfully carried out. The effectiveness of this process depends both on the activities and personality of the teacher, his professional and pedagogical competence, and on the activities of the student.

Secondly, cooperation pedagogy provides the opportunity for the development and maximum manifestation of the student’s individual capabilities, abilities and characteristics, and the realization of his creative potential.

Third, in the course of dialogical communication in subject-subject relationships, an active creative search by the teacher for optimal pedagogical solutions that are adequate to each specific situation occurs.

Subject-subject relationships are thus carried out in an atmosphere of creativity and contribute to the actual implementation of the idea of ​​humanizing professional education.

Different communication styles give rise to certain behavior patterns teacher when interacting with students. They can be conventionally designated following L.D. Stolyarenko, as follows (Fig. 70).

Dictatorial The model corresponds to the behavior of the teacher, in which he seems to be detached from the students he is teaching. For him they exist only as a kind of faceless mass of listeners. Such a teacher lacks any personal interaction with them. Pedagogical functions are reduced to an information message. The consequence of this model of behavior is the lack of necessary psychological contact, and, consequently, the complete lack of initiative and passivity of students.

Non-contact the model is close in its psychological content to the first. However, it differs from it in that there is weak feedback between the teacher and students due to an arbitrary or unintentionally erected barrier, which may be a lack of desire to cooperate on any side, informational rather than dialogical nature of the lesson; involuntary emphasis by the teacher on his status, a superficially condescending attitude towards students. This is where his weak interaction with students and their emphasized indifference towards him come from.

Model differentiated attention based on the selective attitude of the teacher towards students. In this case, the teacher usually focuses not on the entire composition of the audience, but only on a certain part of it, mainly either the most talented students or the weakest. In other words, he focuses on either the leaders of educational and cognitive activity or its outsiders. He, as it were, puts them in the position of unique indicators by which he orients himself in the mood of the team. One of the reasons for this model of communication in the classroom may be the inability to combine individualization of student learning with a frontal approach. As a result, the integrity of the act of interaction in the teacher-student team system is violated; it is replaced by the fragmentation of situational contacts.

Hyporeflex The model is that the teacher, in the process of communicating with students, seems to be closed in on himself: his speech is mostly monologue, he hears only himself and does not react in any way to the listeners, and is not interested in their perception of the educational material. In this case, there is no necessary interaction between students and the teacher; its educational impact turns out to be purely formal.

Hyperreflexive the model is psychologically opposite to the previous model. A teacher who chooses this model of behavior is concerned not so much with the content of the interaction as with how it is perceived by students. Interpersonal relationships are elevated to an absolute by him, acquiring dominant significance for him; he constantly doubts the effectiveness and persuasiveness of his arguments, the correctness of his actions, and reacts sharply to the nuances of the psychological atmosphere, often taking them personally. Such a teacher is like an exposed nerve. The choice of this model of behavior does not exclude a situation in which the reins of government will be in the hands of students, and the teacher will take a leading position in the relationship.

Model inflexible response consists in the fact that the teacher builds his relationship with students according to some rigid program, where the goals and objectives of the lesson are clearly adhered to, methodological techniques are didactically justified, there is an impeccable logic of presentation and argumentation of facts, facial expressions and gestures are polished, but the teacher does not have a sense of understanding of the changing communication situations. They do not take into account the composition and mental state of students, their age and other characteristics. As a result, a perfectly planned and methodically practiced lesson does not achieve its goal.

Model active interaction is the most effective. At the same time, the teacher is constantly in dialogue with students, keeps them in a positive mood, encourages initiative, easily grasps changes in the psychological climate of the group and reacts flexibly to them. The style of friendly interaction predominates while maintaining the necessary role distance. As a result, all educational, organizational and ethical problems that arise are usually resolved fruitfully and creatively through joint efforts. That is why this model of behavior is the most productive.

In the structure of pedagogical communication, we can distinguish a time aspect, which allows us to consider the process of this communication as a certain logically determined sequence of stages. Stages of pedagogical communication correspond to the logic of the pedagogical process, including the plan, implementation of the plan, analysis and evaluation. In accordance with this, it is customary to distinguish the following main stages of pedagogical communication (Fig. 71).

Rice. 71. General structure of pedagogical communication

1. Prognostic stage. It consists of preliminary modeling by the teacher of upcoming communication with students in the process of preparing for the implementation of teaching activities.

2. Initial period of communication. It consists of getting to know the audience, group and organizing direct communication with it.

3. Communication management stage. It takes place directly during the developing pedagogical process and consists in the implementation of a pre-selected and modeled communication technology.

4. Final stage. It consists of analyzing the results of implementing the chosen communication technology and modeling new technologies to solve subsequent pedagogical problems.

Let us consider in more detail the content of each of these stages.

First stage. Its general structure is shown in Fig. 72. At this stage of pedagogical communication, a unique planning of the communicative structure of interaction, the process and content of communication is carried out, based on the goals and objectives of the lesson, the current situation, the individuality of the teacher and the characteristics of the students. In this case, the emotional mood for the future lesson is selected in advance, based on the composition and size of the group, and the existing communication experience. “Lyrical digressions” are thought through as possible filling of pauses, ways of responding to the expected behavior of students, etc. With such preparation, repetitions should be avoided (what was successful in one stream will not necessarily be successful again). Stereotypes in group communication greatly reduce the teacher’s authority among students.

Preliminary modeling helps the teacher to imagine a probabilistic scheme of interaction, anticipate the possible atmosphere of the lesson in advance, sense the possible level of relationships during the upcoming communication, and on this basis more accurately build both the content and methodological structure of the future lesson.

Thus, at this stage, both moral-psychological and communicative-technological elements clearly appear, pedagogical tasks are transferred into the sphere of communicative tasks, and their compliance is achieved, ensuring the productive implementation of the goals of pedagogical interaction.

Second phase pedagogical communication is the organization of direct interaction between the teacher and the audience in the initial period of contact with it. This stage largely determines the success of further development of both the content-didactic system of activity and its socio-psychological basis. Its important elements for the teacher are: a) specification of the previously planned communication model; b) clarifying the conditions and structure of upcoming communication; c) implementation of the initial stage of direct communication. When establishing contact in communication, an important role is played by the unconventionality and originality of the teacher’s behavior. Entering the classroom, you may notice something unusual: its fullness, the placement of students, the readiness of teaching aids, the sanitary condition of the room, etc. The reaction to this unusual “here and now” is always perceived positively by the audience, provided that it is friendly, spontaneous and non-standard.

In the very first moments of communication, the teacher must clarify the possibilities of work using the selected teaching methods, see the general mood of the audience, etc.

The very position of the teacher as the initiator of communication at the transitional stage from the pre-communicative situation to the situation of direct interaction is extremely important. The teacher’s initiative in communication acts here as a way to manage communication and all educational activities, joint creative work of the teacher and the team, i.e. management of cognitive search at a lecture, seminar, etc. carried out through a properly organized communication system.

Third stage pedagogical communication consists in managing communication during the developing pedagogical process and in managing this process itself, in organizing learning during the lesson. At this stage, the teacher implements the planned communication system, exerts a verbal influence on students, selects and implements various means of communication and information transfer, and maintains contact with the audience.

At the third stage, a complex of communicative interaction between subjects of the pedagogical process is implemented at three levels: emotional, cognitive and socio-psychological (Fig. 73).

Rice. 73. General structure of the communicative complex

interaction at the third stage of pedagogical communication

Emotional, or the surface level of communication determines the comfort of the situation of pedagogical communication, but does not characterize its substantive aspects.

Cognitive level is associated with the subject side of communication. It is at this level that the explanatory process unfolds as a core element of personal-group pedagogical communication and ensuring the desired effectiveness of students’ educational and cognitive activities.

Communication on socio-psychological level determines the interpersonal and group relationships of the teacher with students and students with each other. Here the art of communication is closely intertwined with teaching technology and the organization of student work.

Thus, methodically expediently organized pedagogical communication performs not only its inherent functions of ensuring sustainable communication, but also leads the teacher to the possibility of solving more complex problems that contribute to the formation of meaningful formations in students - professional orientation, ideological positions, moral and ethical principles and beliefs, etc.

At the final fourth stage pedagogical communication, the teacher, if necessary, analyzes the communication system he used, clarifies possible options for organizing communication in a given student group, correlates all this with the substantive aspects of the activity performed, thereby predicting upcoming educational communication with this audience. This stage represents a kind of feedback in the general structure of communication, without which the reflexive moment not only worsens, but may even become completely inadequate to the situation. In fact, here the transition to the first stage of pedagogical communication is carried out cyclically. This stage includes both clarifying aspects and partially prognostic ones, and it has a serious impact not only on the actual communicative aspects of learning, but also on the entire upcoming educational process.

The presented stages reveal the most typical situations that arise in the process of pedagogical communication. Although in real teaching activities they may be different. Some stages, for example, may be collapsed or not clearly defined, and sometimes, on the contrary, overextended. It all depends on the situation in which pedagogical communication takes place, on the teacher himself, as well as the students, the level of their general culture, motivation and other factors.