Конструктивна педагогічна взаємодія як одна з базових компетентностей майбутніх учителів початкової школи
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Дата
2020
Автори
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Видавець
СумДПУ імені А. С. Макаренка
Анотація
У статті розглядається явище конструктивної педагогічної взаємодії як базової компетентності майбутніх учителів початкових класів. Вона трактується як здатність педагога реалізувати навчально-виховні завдання шляхом використання комунікативних стратегій, що характеризуються позитивним взаємовпливом суб’єктів навчального процесу, а саме: «мова приймання» (мова схвалення та пасивне слухання); «активне слухання»; «комунікативні висловлювання»; «безпрограшне розв’язання конфліктів». Проаналізовано різні підходи до визначення педагогічної взаємодії, використання комунікативних стратегій, розроблених американським ученим-гуманістом Т. Гордоном та їх вплив на розвиток конструктивної педагогічної взаємодії. У статті розглянуто комунікативну стратегію «мови приймання», окреслено принципи, на яких вона повинна ґрунтуватися, а також описано стратегію «активного слухання», виокремлено її елементи.
The article considers the phenomenon of constructive pedagogical interaction as a basic competence of future primary school teachers. It is interpreted as teacher’s ability to implement educational tasks using communicative strategies characterized by the positive interaction of the subjects of the educational process, namely: “Language of acceptance” (language of approval and passive listening); “Active listening”; “Communicative statements”; “Win-win conflict resolution”. Different approaches to the definition of pedagogical interaction, the use of communicative strategies developed by the American humanist T. Gordon and their influence on the development of constructive pedagogical interaction are analyzed. The article considers the communicative strategy of the “language of accetance”, the essence of which is to accept another person as he is, as well as in the careful selection of constructive statements during communication and therapeutic conversations. It also outlines the principles, on which the language of acceptance should be based, namely: always perceive another person as he is; formulate and present ideas in communication that will promote constructive dialogue; provide advice on solving students’ problems by mastering the techniques of therapeutic conversation. The author also describes the strategy of “active listening” in the article. The strategy characterizes the type of reaction of one interlocutor to the expressed information message of another. The strategy of “active listening” is interpreted as the feedback of the teacher to the problem expressed by the student revealed during the conversation and aimed at avoiding communication blockages in pedagogical interaction. It contains the following elements: nonverbal concentration of attention on the interlocutor through the expression of looks, facial expressions and gestures; the use of supportive, encouraging to talk further simple verbal forms (“yes”, “I see”); passive listening as a detection of problem acceptance; reflection of the problem. The author emphasizes the need for systematic deepening of students’ knowledge about the specifics of interpersonal communication, and the expediency of increasing the level of communication skills so that they become natural qualities and habitual behavior.
The article considers the phenomenon of constructive pedagogical interaction as a basic competence of future primary school teachers. It is interpreted as teacher’s ability to implement educational tasks using communicative strategies characterized by the positive interaction of the subjects of the educational process, namely: “Language of acceptance” (language of approval and passive listening); “Active listening”; “Communicative statements”; “Win-win conflict resolution”. Different approaches to the definition of pedagogical interaction, the use of communicative strategies developed by the American humanist T. Gordon and their influence on the development of constructive pedagogical interaction are analyzed. The article considers the communicative strategy of the “language of accetance”, the essence of which is to accept another person as he is, as well as in the careful selection of constructive statements during communication and therapeutic conversations. It also outlines the principles, on which the language of acceptance should be based, namely: always perceive another person as he is; formulate and present ideas in communication that will promote constructive dialogue; provide advice on solving students’ problems by mastering the techniques of therapeutic conversation. The author also describes the strategy of “active listening” in the article. The strategy characterizes the type of reaction of one interlocutor to the expressed information message of another. The strategy of “active listening” is interpreted as the feedback of the teacher to the problem expressed by the student revealed during the conversation and aimed at avoiding communication blockages in pedagogical interaction. It contains the following elements: nonverbal concentration of attention on the interlocutor through the expression of looks, facial expressions and gestures; the use of supportive, encouraging to talk further simple verbal forms (“yes”, “I see”); passive listening as a detection of problem acceptance; reflection of the problem. The author emphasizes the need for systematic deepening of students’ knowledge about the specifics of interpersonal communication, and the expediency of increasing the level of communication skills so that they become natural qualities and habitual behavior.
Опис
Ключові слова
базова компетентність, педагогічна взаємодія, педагогічна стратегія, стратегія «мови приймання», стратегія «активного слухання», майбутні вчителі, basic competence, pedagogical interaction, pedagogical strategy, strategy of the language of acceptance, strategy of active listening, future teachers
Бібліографічний опис
Хімчук, Л. Конструктивна педагогічна взаємодія як одна з базових компетентностей майбутніх учителів початкової школи [Текст] / Л. Хімчук // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський державний педагогічний ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, М. А. Бойченко, О. А. Біда та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2020. – № 3–4 (97/98). – С. 146–159. – DOI: 10.24139/2312-5993/2020.03-04/146-159.