Педагогические науки /5.Современные методы преподавания.
E. Halatsyn
National Technical
University of Ukraine “KPI”, Ukraine
Aspects of training students for
professional communication
Relevance of the studied
problem is caused by dynamism of social and economic and spiritual processes
which proceed against scientific and technical information revolution around
the world, orientation of Ukraine to integration with the European countries
and international character of business relations in various fields of activity
of the person that demands modernization of vocational training at the higher
school.
Complexity of the solution of
this problem is defined by prompt development of modern communication
technologies which considerably expanded possibilities of the specialist in
communications, of information support, having generated emergence of acute
contradictions between:
- requirement of practice to
the highly qualified specialist capable to carry out professional communication
at the high level, skillfully using verbal, nonverbal and computer means of
communication and real training of students for it;
- the new paradigm of
education based on democratization and a humanization; the subject - subject
interaction in modern educational process of authoritative communicative forms;
- primary use in teaching and
educational process of outdated reproductive methods, means of special and
vocational training in collective and group forms of work and the requirement
to reveal active communicative positions, to adhere to the humanistic
principles of personally focused training and education;
- requirements for integrity
of teaching and educational process and vocational training and lack of system
communication between theoretical, vocational, psychological and communicative
training;
- a level of development of
the information environment and quality of training of specialists to use the opportunities of this sphere
for personal growth thanks to enrichment experience of establishment of diverse
communicative communications;
- to the volume of the
scientific information received by means of modern information and
communication technologies and the individual's opportunities to her
perception, processing, assimilation, transfer and use in professional
activity.
The solution of the specified
contradictions demands reconsideration of theoretical and methodological bases
and conceptual approaches to training of future expert capable to the solution
of modern problems of communication, reforming of the purposes, contents, technologies
of training, problems of vocational communicative training of future experts
according to requirements of personally focused paradigm of education, need of
ensuring their high competitiveness.
The analysis of various
scientific sources, practical experience of training of students for
professional communication in the course of vocational and scientific training
allowed to allocate three the solutions of this problem interconnected among
themselves aspect, namely: methodological, theoretical and technological.
The methodological aspect
assumes scientific justification of essence of integration of the concepts
"communicativeness of the personality" and "competence of the
personality" into one phenomenal concept of communicative competence of
the personality, as assumes development of the modern concept of training of
future experts for professional communication.
In theoretical aspect the
leading questions are updating of the content of preparation, a professional
and communicative orientation of training of professional communication,
activization of practical communicative activities of students for the purpose
of formation of the valuable relation to professional communication,
developments of system of communicative abilities.
The technological aspect
includes development of modular information and communication technology that
provides the organization of modular educational process which part such
components are: valuable and motivational, functional and administrative;
creation of educational modules as integration of substantial, technological
and control and diagnostic components, activization of independent work of
students, application of elements of remote form of education of students;
theoretical and experimental justification of set of personally focused
technologies of training of students of professional communication; future
experts directed on preparation.
Literature:
1. Корсакова Е.А.
Теоретические основы проектного обучения. 2009. http://www.researcher.ru/metodics/.
2.
Рудоманенко И.В. Метод проектов в
системе образования // Актуальные проблемы гуманитарных и
социально-экономических наук: сб. мат. V межд. заоч. науч.-практ. конф. – Саратов-Вольск:
Наука, 2011. – Ч.2. – С.113-119.
3.
Савенков А.И.
Исследовательское обучение и проектирование в современном образовании. [Электронный ресурс] / А.И. Савенков //
Исследователь [сайт]. – М., [б.г.]. – http://www.abitu.ru.researcher/ metodics/teor/a_1xitfn
4.
Чернова О.В., Зубкова
О.П. Организация исследовательской проектной деятельности учащихся //
Национальный проект «Образование». 2007. - № 1. – С. 48-52