Report on the topic: "Formation of communicative competence." Communicative competence and its formation

Formation of communicative competence

One of the key competencies is communicative competence, which ensures successful socialization, adaptation and self-realization in modern living conditions. Communicative competence means the readiness to set and achieve the goals of oral and written communication: to obtain the necessary information, to present and defend one’s point of view in a civilized manner in dialogue and in public speaking based on recognition of the diversity of positions and respect for values ​​(religious, ethnic, professional, personal, etc.) .p.) other people.

GOAL: formation and development of students’ communicative competence.

TASKS:

Students’ mastery of general educational skills and abilities, methods of cognitive activity that ensure successful learning of any subject.

Fostering an emotional and valuable attitude towards language, awakening interest in words, the desire to learn to speak and write correctly in their native language.

Formation of skills to work in collaboration, skills to work in a group, mastery of various social roles in a team, the ability to use different ways of interacting with surrounding people and events, and obtain the necessary information.

Development of communicative competence of students in class and extracurricular activities.

“Tell me and I will forget. Teach me and I will remember. Involve me and I will learn.” Benjamin Franklin

The problem of the formation and development of communicative competence is especially relevant in primary school, since it meets age-related developmental goals in adolescence and youth and is a condition for the successful personal development of schoolchildren.

Communicative competence includes knowledge required languages, ways of interacting with surrounding people and events, skills of working in a group, mastery of various social roles in a team.
The peculiarity of “human” communication is when information is not only transmitted, but also “formed, clarified, developed.” We are talking about the interaction of two individuals, each of whom is an active subject. Schematically, communication can be depicted as an intersubjective process (S–S), or a “subject-subject relationship.” The transmission of any information is possible only through signs, or rather, sign systems.

Effective communication is characterized by:
1) Achieving mutual understanding between partners;
2) Better understanding of the situation and subject of communication.
The process of achieving greater certainty in understanding the situation, facilitating problem resolution, ensuring the achievement of goals with optimal use of resources is usually called communicative competence.
Communicative competence is equal to communicative ability + communicative knowledge + communicative skill, adequate to communicative tasks and sufficient to solve them.

The most detailed description of communicative competence belongs to L. Bachman. It uses the term "communicative language skills" and includes the following key competencies:
linguistic /linguistic/ (utterances in a native/foreign language are possible only on the basis of acquired knowledge, understanding of language as a system);
discursive (connectedness, logic, organization);
pragmatic (the ability to convey communicative content in accordance with the social context);
conversational (based on linguistic and pragmatic competencies, be able to speak coherently, without tension, at a natural pace, without long pauses to search for linguistic forms);
socio-linguistic (ability to choose linguistic forms, “know when to speak, when not to, with whom; when, where and in what manner”)
strategic (the ability to use communication strategies to compensate for missing knowledge in real language communication);
speech-thinking (readiness to create communicative content as a result of speech-thinking activity: interaction of problem, knowledge and research).

So, successful application A competency-based approach to teaching means that students know the language, demonstrate communication skills and are able to successfully act outside of school, i.e. in the real world.

Since the components of any competence are: possession of knowledge, the content of competence, manifestation of competence in different situations, attitude to the content of competence and the object of its application, then communicative competence can be considered from the perspective of three components: subject-informational, activity-communicative, personality-oriented, where all components form an integral system of personal properties of students. Therefore, communicative competence should be considered as the student’s readiness to independently solve problems based on knowledge, skills, and personality traits.

The current state of teaching the Russian language and literature shows that the skills and abilities of oral and written speech are not sufficiently developed at school. Theoretical information about the Russian language and literature is not fully used for the formation of practical speech activity. This means that the problem of the relationship between knowledge of the language and practical language proficiency has not yet been resolved.

The formation of communicative competence in the process of teaching the Russian language and literature is one of the ways to solve this problem.

The formation of communicative competence is based on an activity-based approach, since it ensures the independent creative activity of each student. The approach is based on the position of P. Ya. Galperin that in the independent creative activity of each student it is necessary to move from external practical material actions to internal, theoretical, ideal actions. That is, learning involves at the first stage joint educational and cognitive activities under the guidance of a teacher, and then independent ones. We are talking about the “zone of proximal development,” which must be taken into account when developing communicative competence.

This approach is not opposed to the traditional one, but is not identical to it, since it fixes and establishes the subordination of knowledge and skills, placing emphasis on the practical side of the issue, expanding the content with personal components.

In order for the formation of communicative competence to be effective, more successful, in order to create optimal conditions for the advancement of each student, it is necessary to know the educational opportunities students of this age.

When determining the educational capabilities of students, two parameters are taken into account: learning ability and academic performance. One of the criteria for determining the level of training is grades in magazines. The level of development of intellectual skills is determined in the process of cognitive activity through observation. After determining the levels of formation of these qualities, it is established general level learning ability of each student. The level of educational performance is determined by monitoring the physical performance of students and the formation of a positive attitude towards learning. After determining the levels of formation of these qualities, the educational capabilities of each person are established.

The main principle of the formation of communicative competence is the personal targeting of education. Therefore, the topic “Speech Development” is implemented primarily in the ability to introduce students to the content of this topic in various ways, depending on the personal, psychological and physiological characteristics of the students.

Ways of implementation The communicative competence of students is that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for independently searching for a solution to the problem. A research approach to the themes of literary works helps to consider the life of a literary hero as an educational study. And a discussion based on the results of essays provides an opportunity to express your point of view, listen to others, and argue.

Scientists believe that at the age of 10–11 years, a child’s interest in the world around him peaks. And if the child’s interest is not satisfied, it will fade away.

Formation of communicative competence is a long and quite complex process. The main role is given to Russian language lessons. A particular difficulty in teaching the Russian language is the correlation between the subject course and the real speech experience schoolchildren, the process of acquiring knowledge about language and the process of language acquisition.

What is the role of the subject “Russian language” in school? What can a teacher of Russian language and literature do to ensure the communicative competence of students? First of all, create optimal conditions for the advancement of each student in the educational space. For this, it is necessary to know the educational capabilities of schoolchildren of each age .

Thus, having taken students in the 5th grade, subject teachers, together with the school administration, conduct a diagnosis of the students’ educational activities, which takes into account academic performance and the level of development of intellectual skills. Having determined the educational performance of everyone, the directions of work with the class are determined in a certain sequence: drawing up algorithms, a system of exercises that develop speech mechanisms, etc.

In speech development lessons, special attention is paid to communicative competencies based on working with text.

It is impossible to work on “speech development in general”; it is important in each class to focus on what children should know and be able to do in certain types of oral and written speech. So, in the 5th grade: this is the text, the topic of the text, the idea. In the 6th grade: styles, types style and features, features of direct and indirect speech, etc.

However, the concept of communicative competence includes not only mastering the necessary set of speech and language knowledge, but also the formation of skills in the field of practical use of language in the process of speech activity. This also correlates with the implementation of educational tasks in the formation of a socially active personality oriented in the modern world. Communicative competence here becomes part of cultural competence, leading to an increase in the general humanitarian culture of the individual, the formation of high creative, ideological and behavioral qualities necessary for its inclusion in various types of activities.

The ways to realize the communicative competence of students are that the forms, methods and techniques of work are aimed at ensuring that the content of the educational material is a source for independently searching for a solution to the problem.

In this regard, the use of innovative pedagogical technologies plays a big role. Research method, brainstorming discussions, technology" critical thinking”, interactive, group forms and methods, collective way of learning. These technologies develop creative activity, form mental activity, teach schoolchildren to defend their point of view, and help achieve a deep understanding of the material.

Working in pairs and in rotating groups allows you to solve educational problems: the desire and ability to cooperate in groups with classmates. The main thing in the work is that schoolchildren speak freely, argue, defend their point of view, look for ways to solve problems, and do not wait for ready-made answers.

Methods focused on oral communication

All types of retelling

All forms of educational dialogue
Reports and messages
Role-playing and business games
Educational studies and learning projects that require surveys
Discussion, discussion, debate
Acting as presenters at events

Methods focused on written communication

Essays and presentations

Preparation of notes and articles in the media
Telecommunication texts, messages
Participation in essay competitions

Criteria for assessing expected results
Results. 2-3 stage

Translation of information from one sign system to another (from text to table, from audiovisual series to text, etc.), the choice of sign systems is adequate to the cognitive and communicative situation. The ability to substantiate judgments in detail, give definitions, and provide evidence (including by contradiction). Explanation of the studied provisions using independently selected specific examples.
Adequate perception of oral speech and the ability to convey the content of a listened text in a compressed or expanded form in accordance with the purpose of the educational task.
Selecting the type of reading in accordance with the intended purpose (introductory, viewing, searching, etc.). Fluent work with texts of artistic, journalistic and official business styles, understanding their specifics; adequate perception of the language of the media. Possession of text editing skills and creating your own text.
Conscious fluent reading of texts of various styles and genres, conducting information and semantic analysis of the text;
Mastery of monologue and dialogic speech;

Mastery of the main types of public speaking (statement, monologue, discussion, polemic), adherence to ethical standards and rules of dialogue (dispute).
The ability to engage in verbal communication, participate in dialogue (understand the point of view of the interlocutor, recognize the right to a different opinion);
creating written statements that adequately convey listened and read information with a given degree of condensation (briefly, selectively, completely);
drawing up a plan, theses, notes;
giving examples, selecting arguments, formulating conclusions;
reflection in oral or written form of the results of their activities.
The ability to paraphrase a thought (explain in “other words”);
selection and use of expressive means of language and sign systems (text, table, diagram, audiovisual series, etc.) in accordance with the communicative task, sphere and situation of communication
Using various sources of information to solve cognitive and communicative problems, including encyclopedias, dictionaries, Internet resources and other databases.

Diagnostic tools
methods: sociological and pedagogical measurements (observation, conversations, questionnaires, interviews, testing, studying the results of students’ activities and documentation); modeling of communicative situations; statistical methods processing and pedagogical interpretation of research results.

RESULTS OF THE USE

The most important criterion is external assessment. When completing Part C assignments on the Unified State Exam, the graduate applies those types of competencies
which are in demand not only in the Russian language exam, but will also be necessary in later life. Creating your own written statement based on a read text is a test of linguistic and communicative competence, that is, a test of practical knowledge of the Russian language in its vocabulary and grammatical structure, this is compliance language norms and mastery of different types of speech activity, this is the ability to perceive someone else’s speech and create your own statements.
Unified State Exam 2009 results. Quite a weak class. The results of Part C exceeded the “corridor of expected solvability” in ten out of twelve criteria (except for K7 and K8, spelling and punctuation literacy).

"corridor of expected resolution"

Department of Education and Science of the Bryansk Region

GBOU SPO "Novozybkovsky Professional Pedagogical College"

COURSE WORK

Formation of communicative competence in primary school

Semenchenko Tatyana Viktorovna

Specialty 050709

Teaching in primary classescourse, 41 groups

Scientific adviser:

Shapovalova Tatyana Aleksandrovna

Novozybkov, 2013

Introduction

Conclusion

Applications

Introduction

The relevance of the work is determined by the fact that the modern system school education is focused on a humanistic approach to the child as a developing individual who needs understanding and respect for her interests and rights. The idea of ​​creating optimal conditions for the development of the personality of a junior schoolchild and the formation of his activity are brought to the fore. A junior schoolchild should feel like an active figure, constantly discovering something new and thus joining the culture that has been formed over the course of historical development society. Educational work with children is aimed at creating conditions that open up the child’s opportunity for independent action to master the world around him.

As the main condition for personal development and upbringing of children, in his works L.S. Vygotsky put forward communication.

For full cognitive and social development, a child needs contacts with peers.

IN scientific literature presents a wide range of areas of research on the problem of interaction and communication of children with each other. One of them is the study of a child’s communication with peers within the framework of the concept communicative activities, developed by M.I. Lisina. According to this concept, in the holistic practice of the child there is a close connection between communication and all other types of activities and with his general life activity. The peculiarity of this approach lies in the emphasis on the substantive qualitative features of children’s communication with peers at different age stages of development. Communication is considered as a complex activity that has its own structural components (needs, motives, goals, tasks, etc.).

communicative competence primary school

The regulatory documents of primary schools indicate that a necessary condition for the formation of a socially active personality is the formation of key competencies of junior schoolchildren.

Based on the ideas of L.S. Vygotsky that the main condition for the development and upbringing of children is communication, in our work we note that the key to successful activities, a resource for the effectiveness and well-being of a child’s future life, is communicative competence. Communicative competence, as one of the most important characteristics of an individual, is manifested in the individual’s ability to communicate verbally and listen.

It is the primary school age that is extremely favorable for mastering communication skills due to special sensitivity to linguistic phenomena, interest in understanding speech experience, and communication. Consequently, the development of a student’s communicative competence is an urgent task in the educational process of primary school. As mandatory skills that ensure an individual’s communication skills, the federal state educational standard sets the task of developing in an elementary school graduate the ability to listen and hear an interlocutor, and justify his position.

Thus, the topic of our course work is relevant today and deserves great attention.

The object of the study is the learning process in primary school in the context of the implementation of a competency-based approach.

The subject of the study is the peculiarities of the formation of communicative competence in primary schoolchildren.

The purpose of the study is to describe the features of the formation and development of communicative competence in children of primary school age.

In accordance with the purpose of the study, the following tasks were identified:

1. To reveal, based on an analysis of scientific sources, the current state of the learning process and the features of its organization from the standpoint of a competency-based approach.
2. To provide a scientific basis for the concept of “communicative competence”, to determine its main content and structural components,
3. Describe individual work experience of primary school teachers in the formation and development of communicative competence.

1. Features of the organization of the learning process from the perspective of a competency-based approach

The materials on the modernization of education proclaim a new approach to the learning process in a modern school - a competency-based approach - as one of the important conceptual provisions for updating the content of education.

The competency-based approach is a set of general principles for determining learning goals, selecting educational content, organizing the educational process and assessing educational results.

The competency-based approach in the learning process can be called an approach that corresponds the following features:

1. the meaning of the learning process is to develop in students the ability to independently solve problems in various areas and types of activities based on the use of social experience, an element of which is own experience students;
2. the meaning of organizing the learning process is to create conditions for students to develop the experience of independently solving cognitive, communicative, organizational, moral and other problems that make up the content of education;
3. assessment of educational results is based on an analysis of the levels of training and education achieved by students at a certain stage of training.

In this regard, the system of teaching methods is changing, or rather, the system of teaching methods is being defined differently. The selection and design of teaching methods is based on the structure of relevant competencies and the functions they perform in education. A comprehensive school is not able to develop a level of student competence sufficient to effectively solve problems in all areas of activity and in all specific situations, especially in a rapidly changing society in which new areas of activity and new situations appear. Therefore, the goal of a modern school is the formation of competencies, which are based on the formation of a certain set of competencies.

All researchers of the problem of organizing a competency-based approach in the learning process especially emphasize that the competency-based approach reflects a type of educational content that is not reduced to a knowledge-oriented component, but presupposes a holistic experience in solving life problems, performing key tasks (i.e., relating to many social spheres) functions, social roles, competencies. As B.D. points out. Elkonin, “we abandoned not knowledge as a cultural subject, but a certain form of knowledge (knowledge “just in case,” i.e. information).

Following this, the competency-based approach puts in the first place not the student’s awareness, but the ability to solve problems that arise in following situations:

1. in knowledge and explanation of reality;
2. when mastering equipment and technology;
3. in relationships between people, in ethical standards, in assessing one’s own actions;
4. in practical life when fulfilling the social roles of a citizen, family member, buyer, client, viewer, citizen, voter;
5. V legal norms and administrative structures, in consumer and aesthetic assessments;
6. when choosing a profession and assessing one’s readiness to study at a vocational educational institution, when it is necessary to navigate the labor market;

if necessary, resolve your own problems: life self-determination, choice of style and lifestyle, ways to resolve conflicts.

Within the competency-based approach, two basic concepts are distinguished: “competence” and “competence”. In psychological and pedagogical theory and practice, there are different approaches to understanding the terms “competence” and “competence”.

The dictionary of interpretation of foreign words reveals the concept of “competent” as having competence - the range of powers of an institution, person or range of affairs, issues subject to someone’s jurisdiction: Competent (French) - competent, competent. competens (lat.) - appropriate, capable. competere - demand, comply, be suitable. competence (English) - ability (competence).

Edinburgh University Professor Dr John Raven defines competence as the specific ability required to perform effectively specific action in a specific subject area and including highly specialized knowledge, a special kind of subject skills, ways of thinking, as well as an understanding of responsibility for one’s actions.

In other studies, along with the concept of “competence,” the concept of “competence” is also used, which also has a variable description in various sources. Some identify it with the concept of “competence”, others identify it as an independent structure.

Authors of the explanatory dictionary, edited by D.N. Ushakov. for the first time they tried to prove the differences between the concepts of competence and competency: “Competence is awareness, authority; competence is a range of issues, phenomena in which a given person has authority, knowledge, experience, range of authority.”

Khutorskoy A.V. distinguishes the “synonymously used” concepts of “competence” and “competence”: competence is a set of interrelated personality qualities (knowledge, abilities, skills, methods of activity), specified in relation to a certain range of objects and processes and necessary to act qualitatively productively in relation to him. Competence is an alienated, predetermined social requirement (norm) to educational training student, necessary for his effective productive activity in a certain area.

Competence is a person’s possession of appropriate competence, including his personal attitude towards it and the subject of activity. Competence is an already established personality quality (set of qualities) of a student and minimal experience in a given field.

He also identifies educational competence as a separate structure, defining it as a set of interrelated semantic orientations, knowledge, abilities, skills and experience of the student, necessary to carry out personally and socially significant productive activities in relation to objects of reality. He emphasizes that a distinction must be made between mere “competence” and “educational competence.”

Competencies for a student are an image of his future, a guideline for mastery. But during the period of training, he develops certain components of these “adult” competencies, and in order not only to prepare for the future, but also to live in the present, he masters these competencies from an educational point of view. Educational competencies do not apply to all types of activities in which a person, for example, an adult specialist, participates, but only to those that are included in general educational areas and academic subjects. Such competencies reflect the subject-activity component general education and are designed to ensure the comprehensive achievement of its goals. The following example can be given. A student at school masters the competence of a citizen, but fully uses its components after graduation, therefore, during his studies, this competence appears as an educational one.

The student’s competence presupposes the manifestation of a whole range of personal qualities in relation to the competence. The concept of competence includes not only cognitive and operational-technological components, but also motivational, ethical, social and behavioral ones. That is, competence is always colored by the qualities of a particular student. There can be a whole range of these qualities - from semantic ones and those related to goal setting (why this competence is needed) to reflective-evaluative ones (how successfully this competence is applied in life).

Competence is not limited to knowledge or skills alone. Competence is the scope of the relationship that exists between knowledge and action in practice. Analysis of various lists of competencies shows their creative (creative) orientation. The actual creative competencies include the following: “to be able to benefit from experience”, “to be able to solve problems”, “to reveal the relationship between past and present events”, “to be able to find new solutions”. At the same time, indications of these skills are not yet enough to holistically represent the entire complex of knowledge, skills, methods of activity and experience of the student in relation to his creative competencies.

Competencies perform certain functions, which are identified based on an analysis of their role and place in training:

ü reflect social demand for young citizens prepared to participate in Everyday life;

ü to be a condition for the realization of the student’s personal meanings in learning, a means of overcoming his alienation from education;

ü specify real objects of the surrounding reality for the targeted integrated application of knowledge, skills and methods of activity;

ü to set the experience of the student’s subject activity, necessary for the formation of his ability and practical preparedness in relation to real objects of reality;

ü be part of the content of various academic subjects and educational areas as meta-subject elements of educational content;

ü combine theoretical knowledge with its practical use to solve specific problems;

ü represent integral characteristics of the quality of student training and serve as a means of organizing complex personally and socially significant educational control.

It is clear that some competencies are more general or relevant than others. The problem of the typology of competencies and their hierarchy arises. In accordance with the division of educational content into general meta-subject (for all subjects), inter-subject (for a cycle of subjects or educational areas) and subject (for each academic subject), three levels are built:

) key competencies - relate to the general (meta-subject) content of education;

) general subject competencies - relate to a certain range of academic subjects and educational areas;

) subject competencies - private in relation to the two previous levels of competence, having a specific description and the possibility of formation within the framework of academic subjects.

We focus on the concept of “key competencies”. Key competencies can be called those that, firstly, every member of society should have and which, secondly, could be applied in a wide variety of situations. Core competencies are therefore universal and applicable in different situations. The list of key competencies, which is given below, is based on the main goals of general education, the structural representation of social experience and personal experience, as well as the main activities of the student, allowing him to master social experience, gain life skills and practical activities in modern society. Taking into account these positions, the following groups of key competencies have been identified:

value-semantic competencies. These are competencies related to the student’s value orientations, his ability to see and understand the world, navigate it, be aware of your role and purpose, be able to choose goals and meaning for your actions and actions, and make decisions. These competencies provide a mechanism for student self-determination in situations of educational and other activities. The individual educational trajectory of the student and the program of his life as a whole depend on them.

general cultural competencies. Knowledge and experience in the field of national and universal culture; spiritual and moral foundations of human life and humanity, individual nations; cultural foundations of family, social, social phenomena and traditions; the role of science and religion in human life; competencies in the everyday, cultural and leisure sphere, for example, possession of effective ways to organize free time. This also includes the student’s experience of mastering a picture of the world that expands to a cultural and universal understanding of the world.

educational and cognitive competencies. This is a set of student competencies in the field of independent cognitive activity, including elements of logical, methodological, and general educational activities. This includes ways to organize goal setting, planning, analysis, reflection, and self-assessment. In relation to the objects being studied, the student masters creative skills: obtaining knowledge directly from the surrounding reality, mastery of techniques for educational and cognitive problems, actions in non-standard situations. Within the framework of these competencies, the requirements of functional literacy are determined: the ability to distinguish facts from speculation, possession of measurement skills, the use of probabilistic, statistical and other methods of cognition.

information competencies. Skills in relation to information in academic subjects and educational areas, as well as in the surrounding world. Possession modern means information (TV, tape recorder, telephone, fax, computer, printer, modem, copier, etc.) and information technology(audio - video recording, e-mail, media, Internet). Search, analysis and selection of necessary information, its transformation, storage and transmission.

social and labor competencies. Performing the role of citizen, observer, voter, representative, consumer, buyer, client, producer, family member. Rights and responsibilities in matters of economics and law, in the field of professional self-determination. These competencies include, for example, the ability to analyze the situation on the labor market, act in accordance with personal and public benefit, and master the ethics of labor and civil relations.

personal self-improvement competencies are aimed at mastering methods of physical, spiritual and intellectual self-development, emotional self-regulation and self-support. The student masters ways of acting in his own interests and capabilities, which are expressed in his continuous self-knowledge, the development of personal qualities necessary for a modern person, the formation of psychological literacy, a culture of thinking and behavior. These competencies include personal hygiene rules, taking care of one’s own health, sexual literacy, internal ecological culture, ways of safe living.

communication competencies.

To master these competencies in the educational process, the necessary and sufficient quantity real objects of communication and ways of working with them for a student at each level of education within each subject or educational area studied.

The list of key competencies is presented in a very general form and needs to be detailed, both by age levels of education and by academic subjects and educational areas. The development of educational standards, programs and textbooks in individual subjects should take into account the complexity of the educational content presented in them from the point of view of contribution to the formation of key competencies. In each educational subject (educational field), it is necessary to determine the necessary and sufficient number of interconnected real objects being studied, the knowledge, abilities, skills and methods of activity that form the content of certain competencies.

Among the key competencies considered, communicative competence is of greatest interest. In our opinion, it is one of the most significant, since communication is a determining factor in the development of the personality of a primary school student and determines his sociocultural life.

2. Communicative competence: essence, content, components

The existence of humanity is unthinkable without communicative activity. Regardless of gender, age, education, social status, territorial and national affiliation and many other data characterizing the human personality, we constantly request, transmit and store information, i.e. We are actively engaged in communication activities. This is explained by the fact that during communication a person acquires universal human experience, values, knowledge and methods of activity. Thus, a person is formed as a personality and a subject of activity. In this sense, communication becomes the most important factor in personal development.

Any communication is, first of all, communication, those. exchange of information that is significant for the participants in communication.

The very concept of “communication” (from the Latin communication - message, connection, path of communication, and this word, in turn, comes from communico - making common, connecting, communicating) denotes the semantic aspect of social interaction.

French scientist A.N. Perret-Clemont characterizes communication as a general understanding of the connections of individual actions in relation to the collective product and the subsequent implementation of these connections in the structure of a new joint action, ensuring the mediation of subject-object relations due to the emerging subject-subject relations. Communication includes the following stages:

) planning;

) establishing contact;

) information exchange;

) reflection.

Researchers I.N. Gorelov, V.R. Zhitnikov, L.A. Shkatov define communication as an act of communication (or communicative act). According to teachers, communication includes the following components:

) communicants (communicating, usually at least two people);

) an action that implies communication (speaking, gesturing, facial expressions, etc.);

) communication channel (speech, hearing, visual, visual-verbal);

) motives of communicants (goals, intentions, motivations).

Scientists consider communicative acts themselves according to their types and distinguish the following varieties:

) by the form of contact (direct, indirect);

) by type of connection (bidirectional, unidirectional);

) according to the degree of mutual correspondence of communicants (high, satisfactory, insignificant, unsatisfactory, negative);

) by results (from negative to positive).

Researchers M.Ya. Demyanenko, K.A. Lazarenko identifies five main components in speech communication:

) communication situation;

) sender of speech;

) recipient of speech;

) conditions for the occurrence of speech action;

) voice message.

Speech communication includes the sender of speech, the recipient of speech, their speech activity and the message as a product of speech.

The communication channel here corresponds to the conditions for the flow of speech action, the transmitter and receiver correspond to the properties of the speech mechanisms of the communicants. In verbal communication, the communication situation is taken into account.

In the educational process, the situation is set by the teacher. The subject of speech activity is thoughts that are expressed in connection with certain motives within a certain topic. The motivation to speak can be both internal (coming from the needs of the person himself) and external (coming from another person). The situation itself may contain contradictions that will be resolved in the process of communicative interaction. This situation is called problematic. The dynamism of the situation depends on the activity of the communicants, their interest in communication, common interests, their attitude towards each other, towards the situation.

A person’s ability to communicate is generally defined in psychological and pedagogical research as communicativeness.

Communicativeness is the motivation of any student’s action, performing it out of internal motivation, and not external stimulation.

Communicativeness is the connection between communication and all other types of student activities - social, sports, artistic, etc.

Communicativeness is constant novelty and heuristic, when arbitrary memorization and reproduction of what has been memorized are excluded, when not a single phrase should be repeated in the same form even twice.

In order to be communicative, a person must master certain communication skills.

Based on the concept of communication built by G.M. Andreeva, there is a complex communication skills, mastery of which contributes to the development and formation of a personality capable of productive communication.

Distinguishes the following types of skills:

) interpersonal communication;

) interpersonal interaction;

) interpersonal perception.

The first type of skills involves the use of verbal and non-verbal means communication, transmission of rational and emotional information, etc. The second type of skills is the ability to establish feedback, to interpret meaning in connection with changes in the environment. The third type is characterized by the ability to perceive the interlocutor’s position, hear him, as well as improvisational skills, which includes the ability to engage in communication without prior preparation and organize it. Possession of these skills in combination ensures communicative communication.

According to E.M. Alifanova, “competence is a set of familiar knowledge, abilities, skills, and competence is the quality of mastery of them, this is how competence is manifested in activity.” Competencies can be key, i.e. supporting sets of knowledge, abilities, skills, qualities. The modern core of key competencies is the personal component.

Communicative competence includes the following structural elements:

· knowledge of ways to interact with others;

· ability and skills to use language means in oral speech in accordance with the conditions of communication;

· practical mastery of dialogic and monologue speech;

· mastering the culture of oral and written speech;

· knowledge of the norms of speech etiquette in situations of educational and everyday communication;

· possession of skills to work in a group, team;

· ability to carry out educational cooperation;

· mastery of various social roles;

· the ability to critically, but not categorically, evaluate the thoughts and actions of other people, etc.

However, the concept of communicative competence includes not only mastering the necessary set of speech and language knowledge, but also the formation of skills in the field of practical use of language in the process of speech activity. This also correlates with the implementation of educational tasks in the formation of a socially active personality oriented in the modern world. Communicative competence here becomes part of cultural competence, leading to an increase in the general humanitarian culture of the individual, the formation of high creative, ideological and behavioral qualities necessary for its inclusion in various types of activities; assumes knowledge of languages, ways of interacting with surrounding and remote events and people; develops skills to work in a group, team, and mastery of various social roles. The student must be able to introduce himself, write a letter, questionnaire, application, ask a question, lead a discussion, etc.

Thus, possession of the listed skills, the ability to establish contact with other people and maintain it, was defined as communicative competence by a number of researchers - Yu.M. Zhukov, L.A. Petrovsky, P.V. Rastyannikov and others.

A.B. Dobrovich considers communicative competence as a constant readiness for contact. This is explained by scientists from the standpoint of consciousness and thinking. A person thinks and this means that he lives in dialogue mode, while a person is obliged to constantly take into account the changing situation in accordance with his intuitive expectations, as well as with the expectations of his partner.

V.A. Kan-Kalik, N.D. Nikandrov defined communicative competence as an integral part human existence, which is present in all types of human activity. They emphasize that the problem is that not all people imagine how certain communicative acts can be realized. It follows from this that in order to perform these communicative acts, it is necessary to have certain skills and abilities. Accordingly, in the learning process, the target setting for the formation of an individual’s communicative competence must be determined in advance, and therefore methods and means of formation must be determined.

Modeling helps to most clearly and fully understand the process of developing communicative competence in younger schoolchildren.

The basis for developing a model for the formation of communicative competence of junior schoolchildren is the features of primary general education: the content of the educational order, including the federal state educational standard and the structure of communicative competence.

The model includes the presence of an educational order, a goal and interconnected blocks (see Fig. 1).

The model is represented by four interconnected components (blocks): target, content, organizational, and effective.

Based on the social order and the requirements of the state educational standard, the main tasks of developing communicative competence are:

· formation of a culture of oral and written speech;

· mastering types of speech activity;

· mastery of various social roles;

· developing skills to work in a group (team);

Target block QCGoal: to develop communicative competence in younger schoolchildren. Objectives: developing a culture of oral and written speech, mastering types of speech activity, various social roles, developing skills to work in a group (team)

Organizational block QCTeaching methods: organization and implementation of educational and cognitive activities; stimulation and motivation; control and self-control. Forms of organization of training: frontal, group, individual, collective; Teaching aids: visual, technical; Teaching technologies: group, information, problem-based, communication;

Effective CC blockResult: effective development of communicative competence. Levels (low, medium and high); criteria (emotional responsiveness; possession of specific skills, the ability to resolve conflict situations; development of group work skills; ability to present oneself); indicators Rice. 1. Structural-functional model of the formation of communicative competence of junior schoolchildren

Taking into account the purpose of communicative activity of junior schoolchildren, a content component is determined, which includes:

) emotional (includes emotional responsiveness, empathy, sensitivity to others, the ability to empathize and compassion, attention to the actions of partners);

) cognitive (related to the knowledge of another person, includes the ability to anticipate the behavior of another person, effectively solve various problems that arise between people);

) behavioral (reflects the child’s ability to cooperate, joint activities, initiative, adequacy in communication, organizational skills, etc.).

The next block of communicative competence - organizational - contains: teaching methods, organizational forms, means of forming and developing communicative competence, teaching technologies.

Let's take a closer look at each of them.

Methods that promote the formation of communicative competence can be divided into three groups:

Methods of organizing and implementing educational and cognitive activities;

by source of transmission and perception of educational information;

verbal (story, conversation, lecture, discussions, conferences)

visual (illustrations, demonstrations)

practical (laboratory experiments, exercises)

according to the logic of transmission and perception of educational information;

inductive

deductive

reproductive

according to the degree of independent thinking of students;

problematic

problem-search

heuristic

by the nature of management of educational work;

independent work

work under the guidance of a teacher

Methods of stimulation and motivation of educational and cognitive activity;

stimulating interest in learning;

educational games

educational discussions

creating an entertaining situation

creating a situation of success

promoting duty and responsibility;

beliefs

presentation of demands

encouragement and reprimand

Methods of control and self-control in learning;

oral control and self-control;

written control and self-control;

laboratory-practical control and self-control;

Forms of organization of educational and cognitive activities:

frontal (the teacher works with all students at once at the same pace with common tasks);

group (students work in groups created on various basis);

individual (interaction between a teacher and one student);

collective.

Means of formation and development of communicative competence:

technical means;

video materials;

textbooks;

reference books;

popular science literature;

lecture notes;

exercises;

Educational technologies that contribute to the formation and development of communicative competence:

group;

informational;

problematic;

communication

In the effective component, we identified three levels of development of students’ educational and cognitive competence: high, medium and low. The level is the main criterion for assessing the effectiveness of the process of activating the educational and cognitive competence of students in the process of general education training.

Taking into account the direction of the process of activating educational and cognitive competence, we have identified the following criteria for assessing the communicative competence of primary school students:

· Emotional responsiveness, empathy, tolerance.

· Possession of specific skills, behavioral reactions, and the ability to resolve conflict situations.

· Developed skills of working in a group, performing various social roles in a team.

· Ability to introduce yourself.

Thus, after conducting a theoretical analysis of the concepts of communication and communicativeness, we can draw the following conclusions: communicative competence is not only the ability to understand others and generate one’s own statements, but also the possession of complex communication skills and abilities, knowledge of cultural norms and restrictions in communication, knowledge of customs , traditions, etiquette in the field of communication, observance of decency, good manners, orientation in communication means. Communicative competence is a generalizing communicative property of a person, which includes communication abilities, knowledge, skills, sensory and social experience in the field of business communication.

In this regard, the communicative approach requires new methods, forms and means of teaching, and a special organization of educational material in lessons in primary school.

3. From the experience of primary school teachers in the formation and development of communicative competence

Teachers primary classes To involve each student in an active cognitive process, various methods and techniques for developing communicative competence are used.

In the previous paragraphs of our work, we examined the concepts of competence and communication, stages and features of the formation of communicative competence in elementary school. In this paragraph, we will describe the experience of teachers in various schools in various subjects who use in their practice various methods and forms of developing this competence.

Communicative competence does not appear out of nowhere, it is formed. The basis of its formation is the experience of human communication. The main sources of acquiring communicative competence are the experience of folk culture; knowledge of the languages ​​of communication used by folk culture; experience of interpersonal communication; experience of perceiving art. And these acquisitions are carried out in lessons already in elementary school.

The experience of primary school teacher Inna Mikhailovna Sharkaeva is interesting. In her article “Techniques for developing communicative competence of junior schoolchildren,” she names the main task of the teacher: raising a well-rounded, educated and communicatively competent personality.

Sharkaeva believes that specially organized exercises and situations in literary reading lessons play a special role in the formation of communicative competence, since the best source of replenishing the vocabulary of schoolchildren, undoubtedly, is literature, classical examples, the speech of intelligent people, and teachers in the first place. It is equally important to cleanse schoolchildren’s speech from profanity, dialectisms, and jargon.

The situations created in literary reading lessons are aimed at ensuring that the child experiences through himself the actions committed by the literary hero, learns to believe, be friends, love, and analyze various life situations. This approach ensures the development of the student’s speech, teaches him to enter into dialogic debates about the reincarnation of literary heroes, and provides an excellent opportunity to develop monologue speech.

To create an emotionally-favorable communicative situation in the lesson, you must use:

gaming techniques, for example, in S. Aksakov’s fairy tale “The Scarlet Flower”, it is possible to conduct a literary and educational game “Beauty and the Beast”, where children are given the opportunity to show their knowledge of this fairy tale and receive gifts (see Appendix 1);

tasks aimed at developing literary abilities and creative imagination:

". First-person story" (tell on behalf of the youngest daughter about how she felt sorry for her father, and she, not afraid of the monster, went to his palace; narration on behalf of the subject: for example, on behalf of “The Scarlet Flower”);

. “Compliment” (to pay a compliment to a fairy-tale literary character (the youngest daughter of a merchant or a monster - despite his terrible appearance, he turned out to be very noble and generous, thanks to which he was able to break the spell of an evil witch and become a wonderful prince);

. “A fairy tale in a given key” (introduce a new object into the title of a fairy tale, for example “The Scarlet Flower and the Evil Sorcerer” and compose a new fairy tale);

. “Changing the fairy tale ending” (come up with a different ending to the fairy tale or story).

It is important for the teacher to teach the child to correctly express his thoughts, as well as to teach him to respect his friends and be able to listen to them. It is also possible to organize work in pairs and groups (to discuss the actions of the heroes, for example, why the father picked a scarlet flower; why the older daughters did not agree to help their father in trouble, etc.), which helps organize communication, because Each child has the opportunity to talk with an interested interlocutor.

Thus, one of the main conditions for organizing dialogue is the creation of an atmosphere of trust and goodwill, freedom and mutual understanding, co-creation of equals and different. Children's participation in games and exercises ensures the emergence of partnerships between children, and group support creates a feeling of security, and even the most timid and anxious children overcome fear.

As a result, we can conclude: the main forms of educational communication formed during the study of fairy tales, including fairy tales by S.T. Aksakov's "The Scarlet Flower" - monological and dialogic forms.

Semyonova Irina Ivanovna, teacher foreign language, believes that if we want to teach a child to communicate in a foreign language, then we need to organize training so that in its main features it is similar to the communication process. This is communicativeness, which is the main direction of modern teaching of foreign languages. The implementation of this direction allows the formation of communicative competence among elementary school students.

In the history of teaching foreign languages, two main paths have actually been tested:

a) learning language based on rules using abbreviated communication;

b) mastering linguistic phenomena mainly on the basis of communication.

The second way of learning a language (through communication) turned out to be more effective, although such learning also contained many disadvantages. Underestimation of awareness of the mechanisms of language, formulated in the form of rules, reduced the quality of proficiency in foreign language speech and increased the time required to learn a foreign language.

The process of communicative foreign language education (lesson) is built as a model of real communication, but is organized so that the student has the opportunity to learn and develop himself, master a foreign language culture, and not be subject to training.

But since the abilities and capabilities of schoolchildren and learning conditions are different, not everyone manages to achieve advanced communicative competence in all types of speech activity. This is most difficult to achieve in relation to oral speech (listening, speaking) and writing, because the volume of productive vocabulary and the volume of productive speech practice in existing conditions training is insufficient. At a minimum, the student must achieve basic communicative competence in speaking, listening, writing and reading, namely:

Speaking: establish and maintain contact in a conversation, report and request information, express your opinion and encourage the interlocutor to respond;

Listening: the ability to understand the literary and colloquial speech of a native speaker, the ability to understand the main content of an audio text in conditions of indirect perception of a message;

Letter: fill out a simple form, write greeting card to a foreign peer for the holidays;

Thus, the ultimate goal of training - the formation of communicative competence - is dictated by the strategic role of language that it plays in the life of every person and society, being the most important means communication, education and knowledge of the surrounding world. The main focus in teaching students is no longer just a sum of knowledge, but the possession of this knowledge in life situations, which meets the needs of a modern person.

Alena Klimentyevna Drozdova, in her work on developing communicative competence in music lessons among junior schoolchildren, set two tasks for herself:

Improving speech development in children through the use of music therapy and art therapy methods;

The use of modern pedagogical technologies (personally-oriented, gaming, ICT, health-saving), contributing to the formation and development of communicative competence.

To solve the first problem, in her lessons she uses various components of music therapy, such as: vocal exercises, games, singing and breathing exercises according to A. Strelnikova’s system, tongue twisters, musical and motor exercises. For example, when getting acquainted with musical and noise sounds, I conduct games in lessons such as: “Funny song”, “What is making noise, who is sounding?”, “Making noise, singing, playing”. In these games, she uses cards depicting various objects that can make any sounds. Schoolchildren name the item or object depicted on the card and voice it in their own voice, while determining what sound it sounds, musical or noise. When the objects are identified, players with cards in their hands can sing a funny song in accordance with one or another image in a “chain” (see Appendix 2).

To develop singing breathing, necessary when performing songs, she uses breathing exercises by A. Strelnikova in her lessons: “Palms”, “Epaulettes”, “Pump” (see Appendix 2). They are perceived in the lesson as a game and help to quickly relieve muscle and psychological tension in children, and most importantly, they strengthen the vocal cords, normalize the breathing process, which, of course, has a positive effect on the quality of song performance and the formation of the correct singing position.

To develop the articulatory apparatus in children, she uses various exercises in her lessons, for example:

"Scary Tale"

Description of the exercise. You need to pronounce all these vowel sounds as if you are in a forest at night or an enchanted place and hear them there. It is very important to do everything emotionally.

Exercise "Angry Cat"

Description of the exercise. Use facial expressions and gestures to show the behavior of an “evil” cat, voicing its behavior with appropriate sounds. Each sound must be pronounced at least 4 times. It is good to combine sounds with finger movements. You can clench and unclench your fingers to imitate “cat’s claws.”

Tongue twisters play a huge role in the speech development of younger schoolchildren. Pronouncing these funny, humorous sentences develops not only a sense of humor, but also articulation. She works with tongue twisters in the following way. At first she pronounces the text slowly herself. Then, he breaks it into several parts (for learning) and pronounces it with groups of schoolchildren (in rows). Then pronounce it with the whole class, gradually accelerating the tempo using a hand gesture (see Appendix 2).

Dance and movement therapy plays a major role in the process of developing communication skills. It develops a sense of rhythm, coordination, creativity, imagination, and promotes unity among students within the class. Drozdova A.K. In her practice, she uses in music lessons the performance of songs with movements in the nature of music, conducts short musical physical education minutes in lessons, and together with her students comes up with small musical-rhythmic numbers for songs with bright, figurative content.

Galiakbirova Rezeda Rafikovna offers a variety of forms and methods for creating conditions in the formation of communicative competence in primary schoolchildren during lessons in primary school.

.Using physical exercises in lessons. Elements of health-saving technologies, which are aimed at strengthening the health of students and helping children remain active and cheerful throughout the lesson, can also contribute to the development of children’s speech. For example, a set of physical exercises recommended by SAN-PiN, if carried out, be sure to pronounce the text corresponding to them (see Appendix 3).

2.Work in groups and mini-groups. When working in groups and mini-groups, class students are divided into groups while completing assignments on understanding the world, literature, self-knowledge, and labor training. All students take turns becoming the “speaker” of the group. The results of each group's work are shown on the board. Children learn:

· defend your opinion

· present the work of the group,

·discuss

· listen carefully to each other

· ability to ask questions

· listen to the other.

3.Gaming technologies. Gaming technologies make it possible to activate children, maintain their interest, and develop their speech. For example, playing with a ball very well develops children’s attention and speed of mental reaction. It allows you not only to enliven the class during the lesson, but also to consolidate the acquired knowledge. When studying the topic “Determining the gender of an adjective” in grade 3, the teacher throws the ball to students in random order, while naming the noun (singular or plural), the child must throw the ball back, naming the formed adjective, determining the number and gender ( if possible). This game allows you to work on the formation of communicative competence, developing students’ speech, replenishing their lexicon, forcing them to treat each other correctly and attentively.

4.Application of elements of level differentiation technology

The use of elements of V. Firsov’s technology of level differentiation in literature lessons allows us to create comfortable conditions for children with different levels of abilities. So, for example, in a speech development lesson on the topic “Creating a verbal portrait,” the whole class is divided into 3 groups, differentiated by the levels of children’s abilities: “Excursionists” (children who receive the easiest task of a visually descriptive nature), “Art critics” (children receiving a task of an average level of complexity with elements of analysis of works of art), “Masters of Words” (children with a task of an advanced creative nature).

.Usage elements of personality-oriented developmental training. In the lessons of Russian literacy and literature, self-knowledge, the use of role-playing reading, dramatization of works, role-playing dialogues, solving problem situations, role-playing these situations is of great interest. Students come up with continuation of the dialogues. So, for example, when studying the topic of self-knowledge in grade 3, “Culture of Communication,” students solved the situation in which the hero finds himself and compiled a memo of the rules of communication.

6.Project activities. Starting from the 1st grade, many students are engaged in project activities under the guidance of a teacher. The varied topics of the projects help expand students' horizons and develop oral and written speech. Students speak at school conferences presenting a defense of their work.

.Using proverbs and sayings in lessons

.Creative approach to teaching (see Appendix 3).

Thus, summarizing the experience of primary school teachers, we see a desire to introduce techniques and methods for developing communicative competence into the educational process of a modern school, since the formed communicative competence guarantees an increase in high-quality academic performance, increasing the strength of knowledge, and increasing the overall effectiveness of the educational process.

Conclusion

Competence and literacy in communication today are one of the factors of success in any area of ​​​​life. The lack of basic communication skills leads to many conflicts not only in the family, but also in the team during joint activities. To be successful, you need to be more communicatively active, socially competent, more adapted to social reality, able to effectively interact and manage communication processes.

In everyday life, students spend most of their time in small groups: at school, at home, with family, with friends. The problem of communication, the ability to carry out joint activities, make independent and joint decisions, and compromise arises, that is, joint activities occupy a significant part of the life of primary schoolchildren. In today's world, the most important skill is the ability to communicate. Negotiating, building relationships with partners, mastering socially accepted norms of behavior, understanding others, being tolerant of another point of view - this is what younger schoolchildren need to be taught to develop communicative competence.

In our work, an attempt was made to determine the peculiarities of the formation of communicative competence in primary schoolchildren. Analyzing the works of researchers of this problem, such as Khutorskoy A.V.,Zhidkova N.I., Fedoseeva P.N., in our work we describe the features of organizing the learning process from the perspective of a competency-based approach. Noting that communicative competence presupposes the formation of a holistic experience in solving life problems, the performance of key functions and social roles.

Revealing the essence of the competency-based approach, we highlight two basic concepts: competence and competency. In characterizing these concepts, we adhere to the idea of ​​A.V. Khutorskoy, who distinguishes between “synonymously used” concepts. Competence is an alienated, predetermined social requirement (norm) for the educational preparation of a student, necessary for his effective productive activity in a certain field. Competence is the student’s possession of the appropriate competence, including his personal attitude towards it and the subject of activity.

In our work, we focus on the concept of “key competencies”: value-semantic, general cultural, educational and cognitive, information, social and labor competencies, personal self-improvement competencies, communicative competencies. Among the listed competencies, communicative competence is of greatest interest. It is one of the most significant, since communication is a determining factor in the development of the personality of younger schoolchildren and determines their sociocultural life.

Studying the psychological, pedagogical and methodological literature on the problem of developing communicative competence in primary schoolchildren, we give the concept of “communication”, stages, components. In our work, we define a person’s ability to communicate by the concept of communicativeness; We describe the essence of the concept of “communicative competence”, reveal its components and structure, which includes knowledge of ways to interact with others, the ability and skills to use language means in oral speech, practical mastery of dialogic and monologue speech, mastery of the culture of oral and written speech, mastery of norms speech etiquette in situations of educational and everyday communication, possession of skills to work in a group and team, the ability to carry out educational cooperation, the ability to critically, but not categorically evaluate the thoughts and actions of other people, etc. Also in our work we propose the development of a structural-functional model of the formation communicative competence, which is represented by four interconnected components (blocks): target, content, organizational and effective blocks.

Summarizing the experience of individual primary school teachers, it should be noted that in the formation of communicative competence it is necessary to organize training so that in its main features it is similar to the communication process. This requires thinking through specially organized exercises, situations in lessons, various methods and techniques of work, which can contribute to the effectiveness of the educational process in primary school.

Thus, we are once again convinced of the relevance of the topic of our course work. The main goal, in our opinion, has been achieved: the features of the formation and development of communicative competence in children of primary school age have been identified.

Our research does not pretend to be a complete and comprehensive consideration of such a complex and multifaceted problem. Outside the scope of this work there are some insufficiently studied areas that can be explored in the future.

List of used literature

1. Akishina T.E. Grammar of feelings: A guide to the development of Russian speech. M.: Education, 2010.

Alifanova E.M. Formation of communicative competence of children of preschool and primary school age through theatrical games: Dis. Ph.D. ped. Sci. Volgograd, 2001.

Andreeva G.M. Social Psychology. Sociology in Russia / edited by V.A. Yadova. M.: 1996.

Belkin A.S. Competence. Professionalism. Mastery. Chelyabinsk: Yuzh. - Ural. book publishing house, 2004.

Vokhmina L.L., Osipova I.A. Russian class: textbook. M.: Education, 2008.

Vygotsky L.S. Collection Op. In 6 volumes. T.1,2,3. M.: Education, 1982.

Galiakbirova R.R. Formation of communicative competence of junior schoolchildren. URL: #"justify">. Dragunova G.V. Teenager. M.: Knowledge, 1976.

Drozdova A.K. Formation of communicative competencies in music lessons in primary school. URL: #"justify">. Zhidkova N.I. Development of professional competence of a teacher on the basis of mastering innovative components of the activity of designing the educational process // Methodist. 2003. No. 5. P.18 - 20.

Diagnostics and development of competence in communication / author. - comp.: Yu.M. Zhukov, L.A. Petrovskaya, P.V. Rastyannikov. M.: Moscow State University Publishing House, 1991.

Kan-Kalik V.A., Nikandrov N.D. To the teacher about pedagogical communication URL: #"justify">. Lebedev O.E. Competence-based approach in education // School technologies. 2004. No. 5. P.3 - 12.

Lisina M.I. Communication of children with adults and peers: general and different. Research on age and educational psychology. M., 1980. URL: #"justify">. Novotvortseva N.V. Children's speech development. M.: Prosveshcheni

Raven J. Pedagogical testing: problems, misconceptions, prospects. M.: Education, 1999.131 p.

Semenova I.I. Formation of students' communicative competence in foreign language lessons. URL: #"justify">. Ushakov D.N. Explanatory dictionary of the Russian language // State. foreign publishing house and national words 1935-1940. URL: #"justify">. Modern dictionary of foreign words. Interpretation, usage, word formation, etymology / edited by P.N. Fedoseeva. M.: Phoenix, 2009.960 p.

Khutorskoy A.V. Key competencies as a component of a student-centered education paradigm. M.: Academy, 2002.157 p.

. Khutorskoy A.V.Technology of designing key and subject competencies // Eidos. 2005. URL: #"justify">. Sharkaeva I.M. Techniques for developing communicative competence of junior schoolchildren URL: #"center"> Applications

Annex 1

Let's give an example of a literary and educational game based on S. Aksakov's fairy tale "The Scarlet Flower" for students in grades 1-4.

"The beauty and the Beast"

Design: a playing field divided into three sectors, in the center of which there is a scarlet flower, attributes: a mirror, a crown, a ring.

The history of the fairy tale. Aksakov Sergei Timofeevich (1791 - 1859) remained in the history of literature both as a writer and as a public figure. He is also known for his friendship with N.V. Gogol, his patronage.

Aksakov developed the genre of autobiographical stories about childhood, which has become traditional in Russian prose. In 1858, his book “The Childhood Years of Bagrov - Grandson” appeared. This story about the formation of a child's soul is his second work from an extensive plan dedicated to the history of a noble family. The idea was embodied in a trilogy, which also included “Family Chronicle” and “Memoirs”. And this great work arose as a result of communication with Gogol. Aksakov told him a lot about his family, about his childhood on the family estate, about relatives and acquaintances. And under the influence of Gogol, who urged him to write down these “memories of his former life,” he set about writing the trilogy.

The topic of developing a child’s character has always worried Aksakov. In his papers there is a note to an unknown addressee: “I have a cherished thought that has been occupying me day and night for a long time. I want to write a book for children, the likes of which have not happened in literature for a long time.”

The business he took up turned out to be truly difficult: the 50s - 60s of the 19th century were a period of special attention to pedagogical problems. It was difficult to avoid a moralizing tone in this atmosphere, but Aksakov completely succeeded.

The main character of the trilogy, Seryozha Bagrov, is a receptive, sensitive boy, capable of strong feelings and deep experiences. He thinks a lot about the behavior of others and his own attitude towards them, but most of all he is occupied with nature.

Aksakov’s childhood memories also include the tale he heard from the housekeeper Pelageya about the scarlet flower. The time when he worked on “The Scarlet Flower” was a period of general fascination with folklore in literature. Aksakov’s words that he is “restoring” Pelageya’s fairy tale from the wreckage testify not only to his careful attitude to folklore material, but also to the creative contribution of the writer himself. "The Scarlet Flower" has all the signs of a folk fairy tale. The miracles performed in it are beyond our strength to an ordinary person. The “rich merchant, eminent man” cannot get out of the magical forest on his own - he is rescued by an invisible “monster”.

In this fairy tale, like in any other, there is a victory of good over evil. The beautiful language of the tale made it a masterpiece and determined its place in the classics of children's literature.

Host: Dear guys! Today we will plunge into the wonderful, magical world of a fairy tale. We find ourselves in this world when we open a book with fairy tales. The good thing about a fairy tale is that good and justice always win in it. That’s why I always want to return to the fairy tale again and again.

One of these unforgettable fairy tales is “The Scarlet Flower”. It's clean, beautiful, good fairy tale with a happy ending. It was written by the wonderful Russian writer Sergei Aksakov back in the century before last, but to this day it is very popular among children and even adults. Let's walk through the pages of this fairy tale, imagine ourselves as its heroes (both positive and negative) and find out who will be lucky enough to pick the treasured scarlet flower that brings happiness.

We need three players to play. We will make the selection as follows: cards are distributed to everyone present; those who receive cards with the image of a scarlet flower become our players.

Conditions of the game: each participant must answer 12 questions or tasks; whoever comes to the end first receives a scarlet flower as a reward.

So, in a certain kingdom, in a certain state, there lived a merchant, an eminent man.

He had a lot of all kinds of wealth, expensive overseas goods, pearls, precious stones, gold and silver treasury; and he had three daughters, all three beautiful, and he loved his daughters more than all his wealth. One day he is going on his trade affairs overseas, to distant lands, to the distant kingdom, to the thirtieth state, and he says to his dear daughters: “My dear daughters, my pretty daughters, I am going on my merchant business, and little I don’t know how much time I’ve been traveling, and I order you to live without me honestly and peacefully, and if you live honestly and peacefully, then I will bring you such gifts as you yourself want, and I give you three days to think, and then you will tell me what kind of gifts you want."

block of questions

) What did the eldest daughter order for her father as a gift? (Crown)

) What did the middle daughter wish to receive as a gift? (Mirror)

) What gift did the youngest, most beloved daughter dream of? (The Scarlet Flower)

block of questions

) What was special about the crown that the father brought to his eldest daughter?

(This golden crown is made of semi-precious stones, from which there is light, like from a full month and like from a red sun, and light from it on a dark night, as in broad daylight).

) What property did the mirror that the father of the middle daughter brought have? (This mirror, made of oriental crystal, had such a property that all the beauty of heaven was visible in it, and looking into it, the girl only adds to her beauty)

) What was special about the flower that the father of his youngest daughter got? (The scarlet flower was such that there was no more beautiful flower in the world)

block of questions

) How did the youngest daughter find out about the existence of the scarlet flower? (She saw him in a dream and was amazed by his beauty)

) Who was the father of the three sisters from the fairy tale “The Scarlet Flower” by occupation? (Merchant, trading person)

) What did your father usually use to buy gifts and goods? (With money, which opens all doors)

block of questions

) What type of transport did the merchant father use for his trading business? (Merchant ships, because he traded with countries that could only be reached by water)

) What purely Russian goods did he trade? (Siberian furs, Ural gems and stones, pearls and much more)

) To which countries did the merchant father sail for trade? (To distant overseas countries)

block of questions

) What was the name of the merchant's eldest daughter? (Praskoveya)

) What was the name of the middle daughter? (Martha)

) What was the name of the father from the fairy tale “The Scarlet Flower”? (Stepan)

) What was the name of the merchant's youngest daughter? (Nastenka)

block of questions

) Give the full name of the owner of the scarlet flower. (Beast of the forest, miracle of the sea)

) Describe the appearance of the monster that the merchant met, then

and his daughter. (The forest beast was terrible, a miracle of the sea: crooked arms, animal claws on the hands, horse legs, great camel humps in front and behind, all shaggy from top to bottom, boar tusks protruded from the mouth, a hooked nose like a golden eagle, and the eyes were owl ).

) What positive qualities did the monster have that could attract people to it? (Kind heart, hospitality, kind and intelligent speech)

block of questions

) Which of the merchant's daughters voluntarily agreed to go to the monster? (Youngest daughter Nastenka)

) How did the merchant anger the monster when he was visiting him? (He arbitrarily picked the owner’s favorite flower)

) Where did the scarlet flower grow? (In the garden, on a green hill)

block of questions

) Which outfit did Nastenka choose from those that the miracle beast offered her? (Your own sundress)

) What animals and birds met Nastenka in the garden of the forest monster? (Deer, baby goat, peacocks, birds of paradise)

) What birds brought Nastenka to the palace to the monster? (Snow-white swans)

block of questions

) What was Nastenka doing in the palace of the miracle of the forest, the beast of the sea?

(I embroidered, walked in the garden, rode a boat on the pond, sang songs)

) What magical device showed Nastenka the wonders of the earth and the depths of the sea? (A saucer with a liquid apple rolling on it)

) What surprised Nastenka in the sea kingdom she saw? (Sea Horses)

block of questions

) When did the forest miracle tell Nastenka to return to his palace?

(In the evening dawn)

) What kind of meanness did the sisters commit against Nastenka so that she could not return to the palace on time? (They set all the clocks in the house back one hour, and closed the shutters so that no one would notice)

) What did Nastenka bring as a gift to her sisters when she came to visit her parents’ house? (Chests with rich outfits)

block of questions

) What happened in the monster’s palace when Nastenka did not return by the appointed time? (Everything died there, froze, became silent, the heavenly light went out)

) Where did Nastenka find her dear friend, her beloved mister? (On a hillock, in a garden hugging a scarlet flower)

) Why do you think the forest beast, the miracle of the sea, died? (Out of longing, out of love for Nastenka, because I thought that she would never return)

block of questions

) What was the secret of the miracle of the forest, the beast of the sea? (He was bewitched by an evil sorceress until his girlfriend fell in love with him)

) What kind of girl was Nastenka who ended up in this magical palace? (The twelfth, and the previous ones could not appreciate his positive qualities and left the palace)

) Tell me who the forest beast, the miracle of the sea, really was. (Korolevich)

So we have come to the final destination of our journey, and now we will see who has progressed and how far towards the treasured scarlet flower.

(summarizing, voicing results)

And the last test that our winner will have to pass in order to take the coveted flower is to answer two questions.

Questions for the winner:

) What can you use to get into the magic palace? (Magic ring)

) Show me how to use this ring?

So we have completed our journey, and as they say in the fairy tale: “This is the end of the fairy tale, and whoever listened, well done.”

Winner's reward ceremony.

Appendix 2

Breathing exercises by A. Strelnikova

Examples of questions and answers: A bell is ringing, a bee is buzzing, a wave is making noise, a pipe is playing. Examples of cards:

A similar game “Make noise, sing, play” can be performed in various options. In small groups, taking turns, with the whole class, with a teacher or child driver. In the game "What's the noise, who's making the noise?" I use children's ball. Children stand in a circle, facing each other. In the center is the driver with the ball in his hands. He throws a ball to each player and names any object. The player catches the ball and names the sounds inherent in this object.

For example: a hammer - knocks, glass - rings, the sea - makes noise, a violin - sounds, thunder - rattles, etc.

The teacher or one of the students acts as the facilitator. This game has one more option. First, the driver names the action of the sounding object, and the player must name the object itself. For example: a mouse rustles, a door creaks, a piano sounds, etc.

Breathing exercises by A. Strelnikova. Basic Rules.

· Just think about breathing in through your nose. This means that you only need to train inhalation. It should be noisy, sharp and short (reminiscent of clapping your hands).

· Exhalation should occur after each inhalation independently and preferably through the mouth. Remember - there should be no noisy exhalation! Inhale extremely actively and only through the nose, exit passively - through the mouth.

· Inhale simultaneously with the movements. There is no inhalation without movement, and no movement without inhalation.

· All inhalations and exhalations must be done in the rhythm of the marching step.

· Counting in “Strelnikov gymnastics” is done only by “8”. Count “to yourself” mentally, not out loud.

· The exercises can be performed sitting, standing and even lying down.

Basic exercises.

Exercise 1. "Palms"

Stand straight, bend your elbows (elbows down) and show your palms to the viewer (psychic pose). We begin to take noisy breaths through our noses, and at the same time clench our palms into fists. Take 4 rhythmic, noisy breaths in a row with movements. Then lower your hands and take a break for 3-4 seconds (pause). Take 4 noisy breaths again and pause again.

Exercise 2. "Epaulettes"

Stand straight, clench your hands into fists and press them to your stomach at waist level. At the moment of inhalation, sharply push your fists down towards the floor, as if doing a push-up from it (while your shoulders should be tense, your arms should be straight, reaching towards the floor). After this, the hands return to the i. n. at waist level. Shoulders relaxed - exhale.

Exercise 3. "Pump"

Stand straight, legs slightly narrower than shoulder width, arms along your body. Make a slight bow, i.e. stretch your hands to the floor without touching it, and at the same time take a short, noisy breath through your nose - in the second half with a bow. Next, rise slightly (without straightening up) and bow again and take a noisy, short breath from the floor." After this, you need to imagine that you are starting to inflate a bicycle tire with a pump, that is, make such movements rhythmically, without straining or bending too much. Your back should be not straight, but rounded, head down .

Examples of tongue twisters:

Prokhor and Pakhom were riding on horseback.

Skinny cheeks on a skinny pike.

Friendship is friendship - service is service.

Fedot, but not the same one.

Grandfather Yevsey grazes geese.

The diver was carrying water from the water supply.

Scales on a pike, bristles on a pig.

The courier overtakes the courier into the quarry.

Appendix 3

Fizminutka:

Animal exercise.

Once - squat,

Two - jump.

This is a rabbit exercise.

How can the little foxes wake up?

(Rub your eyes with your fists)

They like to stretch for a long time

(stretch)

Be sure to yawn

(yawn, covering your mouth with your palm)

Well, wag your tail

(movement of hips to the sides)

And the wolf cubs arch their backs

(bend your back forward)

And jump lightly

(light jump up)

Well, the bear is clubfooted

(arms bent at the elbows, palms connected below the waist)

Paws spread wide

(feet shoulder width apart)

Either one or both together

(stepping one foot on the other)

Marks time for a long time

(swinging the body to the sides)

And for whom charging is not enough -

Starts all over again!

(spread your arms to the sides at waist level, palms up)

Creative approach to teaching:

Getting to know someone new geometric figure in 1st grade, it took place first in the lesson according to the plan:

.Problem situation - figure riddle

2.Comparison of the appearance of the figure with its name.

.Comparison of the figure with previously studied ones

.Finding objects in the surrounding world that are similar or contain a given figure

.Drawing of a figure (in the air, in a notebook)

Then I began to notice the children trying to come up with rhyming lines for the shapes. So why not use children's creativity to reinforce the material? Moreover, the process of inventing riddles and poems first requires great observation, imagination, analytical work, knowledge of the properties of a figure, differences from others, and connection with environmental objects.

Here are just some examples of children's creativity:

Straight, but not a road.

There are ends. but not scissors. (Line segment)

Has a beginning, but not a fairy tale.

Straight, but not a ruler.

Infinite, like space. (Ray)

Looks like a beak, but not a bird.

Looks like a roof, but not a house.

Two rays emerged from the point,

Formed (angle).

In a notebook in a box

The path runs like a ribbon.

But it does not run smoothly, jumping.

This is a (broken) line.

What kind of lines are these?

There are straight lines and there are curves.

But there is one that is broken.

Called (broken line)

Communicative competence is considered as a system of internal resources necessary for building effective communication in a certain range of situations of personal interaction. Competence in communication has invariant universal characteristics and, at the same time, characteristics that are historically and culturally determined.

Communicative competence is a certain set of qualities (ethno-, socio-psychological standards, standards, behavioral stereotypes) necessary for the optimal implementation of interpersonal norms of communication and behavior that arise as a result of learning.

Professional communicative competence is formed on the basis of general communicative competence and determines the effectiveness of communication and activity in general. Professional competence determines the selectivity of communicative interests and the specifics of business communication. Gradually, professional communicative competence and professional communication skills become significant for the teacher in teaching practice. In general, professional competence is not always equivalent to general competence, but only when professional identity is important to a person. The relationship between the level of development of general communicative competence and professional communicative competence is important. The low level of development of general communicative competence does not allow the teacher to realize his potential in interpersonal communication at different levels, which leads to problems in professional field. A low level of professional communicative competence of a teacher will not allow him to successfully implement himself in the profession, and this causes personal dissatisfaction. Based on the idea of ​​the mutual influence of general communicative competence and professional competence, in the experimental part of the study we identified three criteria for the manifestation of a teacher’s communicative competence:

• 1. Level of development of communicative values:
  • - value attitude towards the child,
  • - sociocultural orientation of the teacher’s activity.
• 2. The degree to which the teacher includes communicative values ​​in professional ideals:
  • - observance of pedagogical tact and etiquette;
  • - the nature of the teacher’s relationship with children (interpersonal, subject-substantive);
  • - claims in relationships with children.
• 3. Level of development of professional communication skills of the teacher:
  • - verbal communication skills - verbal communication, use of voice data;
  • - non-verbal communication skills - adequacy of gestures, facial expressions;
  • - justification of movements in the classroom space;
  • - communication technology;
  • - emotional intonation of communication - mastery of the psycho-emotional state, the manifestation of positive emotions, the ability to prevent and resolve conflicts.

This or that expression of the above criteria allows us to talk about the levels of communicative competence.

High level: the teacher’s expressed focus on humane relationships with schoolchildren as subjects: each personality is recognized and accepted; the teacher feels the need to communicate with children and uses sociocultural value patterns in practice. Verbal and non-verbal communication skills are significantly developed. The teacher knows how to regulate his psycho-emotional state, he has the skills of emotional intonation of communication. High degree of manifestation of positive emotions. The ability to resolve conflict situations through cooperation.

Average level: the teacher’s value-communicative orientation towards relationships with students, which are perceived externally as humane, but in reality are in the nature of fulfilling a social role, is not sufficiently expressed. The teacher does not feel a special need to communicate with children, which is strictly regulated and partly devoid of positive emotional overtones. Verbal and non-verbal communication skills have been developed to a large extent within the profession. The teacher knows how to regulate his psycho-emotional state, although some emotional instability is possible.

Low level: if a teacher excludes one or more communicative values ​​from his or her value orientations, communication with students is not characterized as humane: students experience discomfort; the emotional background of the lesson is rather negative, where meaningful communication is impossible. In the teacher’s behavior, there is a dissonance between the verbal and nonverbal components of communication. The teacher most often does not know how to realize his psycho-emotional state.

The only true luxury is the luxury of human communication. This is what Antoine Saint-Ezupéry thought, philosophers have discussed this for centuries, and this topic remains relevant today. A person’s entire life takes place in constant communication. A person is always given in context with another - a partner in reality, imaginary, chosen, etc., therefore, from this point of view, it is difficult to overestimate the contribution of competent communication to the quality human life, into fate in general.

Communicative competence is considered as a system of internal resources necessary for building effective communication in a certain range of situations of personal interaction. Competence in communication has undoubtedly invariant universal characteristics and, at the same time, characteristics that are historically and culturally determined.

The development of competent communication in modern conditions presupposes a number of fundamental directions for its harmonization. At the same time, for the practice of developing communicative competence, it is important to limit such types of communication as service-business or role-based and intimate-personal. The basis for the difference is usually the psychological distance between partners, this is me - you contact. Here the other person acquires the status of a neighbor, and communication becomes confidential in a deep sense, since we're talking about about trusting your partner with yourself, your inner world, and not just “external” information, for example, related to a jointly solved typical work task.

Competence in communication presupposes the willingness and ability to build contact at different psychological distances - both distant and close. Difficulties can sometimes be associated with the inertia of a position - the possession of any one of them and its implementation everywhere, regardless of the nature of the partner and the uniqueness of the situation. In general, competence in communication is usually associated with mastery not of any one position as the best, but with adequate familiarization with their spectrum. Flexibility in adequately changing psychological positions is one of the essential indicators of competent communication.

Competence in all types of communication lies in achieving three levels adequacy of partners - communicative, interactive and perceptual. Therefore we can talk about various types communication competence. The personality should be aimed at acquiring a rich, diverse palette of psychological positions, means that help the fullness of self-expression of partners, all facets of their adequacy - perceptual, communicative, interactive.

The realization by a person of his subjectivity in communication is associated with the presence of the necessary level of communicative competence.

Communicative competence consists of the following abilities:

• 1. Give a socio-psychological forecast of the communicative situation in which you will communicate;
• 2. Socially and psychologically program the communication process, based on the uniqueness of the communicative situation;
• 3. Carry out socio-psychological management of communication processes in a communicative situation.

The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes.

The communicative attitude of a partner is a unique program of individual behavior in the process of communication. The level of attitude can be predicted in the course of identifying: the subject-thematic interests of the partner, emotional and evaluative attitudes towards various events, attitude towards the form of communication, the inclusion of partners in the system of communicative interaction. This is determined by studying the frequency of communicative contacts, the type of temperament of the partner, his subject-practical preferences, emotional assessments of forms of communication.

With this approach to characterizing communicative competence, it is advisable to consider communication as a system-integrating process that has the following components.

• * Communicative-diagnostic (diagnosis of the socio-psychological situation in the context of future communicative activity, identification of possible social, socio-psychological and other contradictions that individuals may encounter in communication)
• * Communication-programming (preparation of a communication program, development of texts for communication, choice of style, position and distance of communication
• * Communicative-organizational (organizing the attention of communication partners, stimulating their communicative activity, etc.)
• * Communicative-executive (diagnosis of the communicative situation in which the individual’s communication takes place, forecast of the development of this situation, carried out according to a pre-conceived individual communication program).

Each of these components requires a special socio-technological analysis, however, the framework for presenting the concept makes it possible to dwell only on the communicative and performing part. It is considered as the communicative and performing skill of the individual.

The communicative-performing skill of an individual manifests itself as two interrelated and yet relatively independent skills to find a communicative structure adequate to the topic of communication that corresponds to the purpose of communication, and the ability to realize the communicative plan directly in communication, i.e. demonstrate communicative and performing communication techniques. In the communicative and performing skills of an individual, many of his skills are manifested, and above all, the skills of emotional and psychological self-regulation as the management of his psychophysical organics, as a result of which the individual achieves an emotional and psychological state adequate to communicative and performing activities.

Emotional and psychological self-regulation creates the mood for communication in appropriate situations; the emotional mood for a communication situation means, first of all, the translation of a person’s everyday emotions into a tone appropriate to the interaction situation.

In the process of emotional and psychological self-regulation, three phases should be distinguished: long-term emotional “infection” with the problem, topic and materials of the upcoming communication situation; emotional and psychological identification at the stage of developing a model of one’s behavior and a program for upcoming communication; operational emotional and psychological restructuring in a communication environment.

Emotional and psychological self-regulation takes on the character of a holistic and complete act in unity with perceptual and expressive skills, which also form a necessary part of communicative and performing skills. It manifests itself in the ability to acutely and actively respond to changes in the communication environment, to rebuild communication taking into account changes in the emotional mood of partners. Psychological well-being and emotional state of an individual directly depend on the content and effectiveness of communication.

Perceptual skills of an individual are manifested in the ability to manage and organize one’s perception: to correctly assess the socio-psychological mood of communication partners; establish the necessary contact; predict the “course” of communication based on first impressions. They allow the individual to correctly assess the emotional and psychological reactions of communication partners and even predict these reactions, avoiding those that will interfere with achieving the goal of communication.

Expressive skills of communicative and performing activities are usually considered as a system of skills that create the unity of vocal, facial, visual and motor-physiological-psychological processes. At their core, these are skills of self-management in the expressive sphere of communicative and performing activities.

The connection between emotional and psychological self-regulation and expressiveness is an organic connection between the internal and external psychological. This desire ensures external behavior, expressive actions of the individual in communication in communication. Expressive personality skills are manifested as a culture of speech utterances that correspond to the norms of oral speech, gestures and plastic postures, emotional and facial accompaniment of utterances, speech tone and speech volume.

In diverse cases of communication, invariant components are such components as partners-participants, situation, task. Variability is usually associated with a change in the nature of the components themselves - who the partner is, what the situation or task is and the uniqueness of the connections between them.

Communicative competence as knowledge of the norms and rules of communication, mastery of its technology, is integral part the broader concept of “personal communicative potential”.

Communication potential is a characteristic of a person’s capabilities, which determine the quality of his communication. It includes, along with competence in communication, two more components: communicative properties of a person, which characterize the development of the need for communication, attitude towards the method of communication and communicative abilities - the ability to take the initiative in communication, the ability to be active, to respond emotionally to the state of communication partners, to formulate and implement your own individual communication program, the ability for self-stimulation and mutual stimulation in communication.

According to a number of psychologists, we can talk about the communicative culture of an individual as a system of qualities, including:

• 1. Creative thinking;
• 2. Culture of speech action;
• 3. A culture of self-tuning for communication and psycho-emotional regulation of one’s condition;
• 4. Culture of gestures and plastic movements;
• 5. The culture of perception of the communication partner’s communicative actions;
• 6. Culture of emotions.

The communicative culture of an individual, like communicative competence, does not arise out of nowhere, it is formed. But the basis of its formation is the experience of human communication. The main sources of acquiring communicative competence are: socionormative experience of folk culture; knowledge of the languages ​​of communication used by folk culture; experience of interpersonal communication in a non-holiday [form] sphere; experience of perceiving art. Socionormative experience is the basis of the cognitive component of the communicative competence of the individual as a subject of communication. At the same time, the actual existence of various forms of communication, which most often rely on a socio-normative conglomerate (an arbitrary mixture of communication norms borrowed from different national cultures, introduces the individual into a state of cognitive dissonance). And this gives rise to a contradiction between knowledge of communication norms in different forms communication and in the way suggested by the situation of a particular interaction. Dissonance is a source of individual psychological inhibition of a person’s activity in communication. The personality is excluded from the field of communication. A field of internal psychological tension arises. And this creates barriers to human understanding.

Communication experience occupies a special place in the structure of an individual’s communicative competence. On the one hand, it is social and includes internalized norms and values ​​of culture, on the other hand, it is individual, since it is based on individual communicative abilities and psychological events associated with communication in the life of an individual. The dynamic aspect of this experience is the processes of socialization and individualization, realized in communication, providing social development person, as well as the adequacy of his reactions to the communication situation and their originality. In communication, a special role is played by mastering social roles: organizer, participant, etc. communication. And here the experience of perceiving art is very important.

Art reproduces a wide variety of models of human communication. Familiarity with these models lays the foundation for an individual’s communicative erudition. Possessing a certain level of communicative competence, a person enters into communication with a certain level of self-esteem and self-awareness. The personality becomes a personified subject of communication. This means not only the art of adapting to the situation and freedom of action, but also the ability to organize a personal communicative space and choose an individual communicative distance. The personification of communication also manifests itself at the action level - both as mastery of the code of situational communication, and as a sense of what is permissible in improvisations, the appropriateness of specific means of communication.

Thus, communicative competence is a prerequisite successful implementation personality.

Structure of communicative competence

The dynamic development of modern society and fields of knowledge places new demands on the system of higher professional education, suggesting the formation and development of future specialists such qualities as mobility, initiative, independence in acquiring new knowledge, readiness for effective interpersonal and professional interaction.

Today, higher education is called upon to prepare a “new type” of specialist, capable of quickly and effectively implementing professional tasks. In this regard, the problem of developing communicative competence acquires particular significance in ensuring the social and professional success of a specialist.

All people have communication abilities, and we all have primary communication skills to one degree or another since childhood. But the nature of the activity of a modern specialist requires him to have developed communicative competence, which includes fluency in the entire set of skills and abilities necessary for effective verbal and nonverbal communication and interactions, including situational adaptability and motivation.

The concept of “communicative competence” has firmly entered the categorical apparatus of disciplines that in one way or another study problems of communication: philosophy, sociology, pedagogy, general and social psychology, linguistics, management theory and others. At the same time, the content and means of developing communicative competence in pedagogical practice are clearly insufficiently developed, since the phenomenon does not have a strictly defined structure.

Within the framework of the linguistic approach, let us pay attention to the point of view of Yu.N. Karaulov, who believes that the structure of communicative competence correlates with the structure of the linguistic personality, but is not identical to it.

Thus, in the structure of linguistic personality there are three levels:

• * verbal-semantic;
• * cognitive-thesaurus;
• * motivational-pragmatic.

Thus, the structure of communicative competence is a set of five levels, which includes the psychophysiological characteristics of the individual, the social characteristics of his status, the cultural level, linguistic competence and the pragmatics of the individual.

Let's move on to consider communicative competence in a socio-psychological context.

Let us pay attention to the interpretation of the very concept of “communication”. In a broad sense, “communication” is the process of transferring information from the sender to the recipient, the process of communication.

Thus, realizing his material and spiritual needs, a person, through communication, enters into various kinds of relationships - industrial, political, ideological, moral, etc.

It is professional relations that are the structure-forming element of the entire system of social relations. In progress labor activity inevitably there is a need for the implementation of management functions that involve planning, organization, motivation and control, as well as closely related to their implementation - communication and decision making. Based on this, professional communication can be defined as communication caused by the need to carry out management functions taking into account feedback.

Based on the position of L.A. Petrovskaya, who considers communicative competence as “the ability to effective solution communicative tasks that determine the individual psychological characteristics of a person and ensure the effectiveness of his communication and interaction with other people,” let us pay attention to the elements of effective communication:

• * desire to make contact with others;
• * the ability to organize communication, including the ability to listen to the interlocutor, the ability to empathize emotionally, the ability to resolve conflict situations;
• * knowledge of the norms and rules that must be followed when communicating with others.

In this regard, we note that the level of communicative competence is manifested in three aspects of the communication process - communicative, perceptual, interactive.

Each of the three aspects presupposes the presence of communicative competence in the field:

• * professional culture of speech: possession of fundamental knowledge in a specific professional field, the ability to construct a monologue speech, conduct a professional dialogue and manage it;
• * communicative culture: speech culture, thinking culture, emotional culture;
• * communicative behavior: mastery of communicative tactics, norms, paralinguistic means of communication.

Thus, communicative competence acts as a multidimensional phenomenon, which is manifested in the process and result of its structuring.

Let us draw attention to the fact that in pedagogical practice there is no single correct ideal structure of communicative competence. The set of its components and elements is not exhaustive and in each specific case the structure is variable.

We believe that the structure of communicative competence in general is a combination of the following components:

Individual-personal component. Includes psychophysiological (memory, thinking, speech, etc.), psychological (temperament, character accentuations, personality type: extrovert/introvert) personality characteristics.

The general cultural component is objectified in moral qualities, value orientations, views, worldviews, mentality characteristics, and personal erudition.

The knowledge component is a set of ideas about the communication process as a whole, about the basic laws of communication, principles and rules effective interaction. It also assumes knowledge of the structure, functions, types, types, patterns of communication; basic communication models, knowledge of the features of effective communication in conflict situations.

The behavioral component is updated in the activity aspect of communicative competence. The content of the designated component constitutes, in our opinion, the following system of competencies: oral and written speech; nonverbal communication; interpersonal perception; management of the communication process.

The motivational-reflexive component includes: internal and external prerequisites for a specialist to master communicative competence, contributing to its effective implementation; the ability to analyze the situation, one’s own goal setting and the actions of partners; adequate self-esteem of the individual, both in professional and communicative vectors.

Thus, we consider the formation of communicative competence as a way to update the personal and professional qualities of a future specialist. This process is characterized, first of all, by purposeful pedagogical interaction of subjects of the educational process in the conditions of a personality-oriented educational environment in the context of a competency-based approach.

The key characteristics of this process are the focus on mastering the ability to analyze a communicative situation, methods of goal setting and planning of communicative activities, skills of interpersonal and professional interaction, the ability to objectively assess one’s own communicative activity and situations of communicative interaction through intellectual, personal and professional reflection.

Material overview

Material overview

Explanatory note

Training sessions in grade 3 are based on the following regulatory documents and methodological recommendations:

Law on Education “On Education in Russian Federation» No. 273-FZ dated December 29, 2012

Order of the Ministry of Education and Science of the Russian Federation dated October 6, 2009 N 373. “On approval and implementation of the Federal State General Education Standard for Primary General Education”

Educational institution curriculum for the 2014/2015 academic year

In the modern, constantly changing world, the requirements for people change. The economy has become very dynamic. A person must be able to quickly navigate space, quickly create a team or join one, that is, be competent, primarily in terms of communication. It is necessary to develop communication skills in younger schoolchildren, mastering speech etiquette, strategy and tactics of dialogic and group communication, teach behavior in conflict situations, solve various communicative problems, be speech partners.

Relevance

Currently, in the context of the implementation of the Federal State Educational Standard, NEO, which is based on a systemic-activity approach, which talks about the formation of key competencies in students. One of the main ones is communicative educational competence. Controversies:

Between the requirements of the State Educational Standard of Education, reflecting the objective need for graduates to possess key competencies, including communicative ones, able to navigate the world around them, ready to communicate;

Between the accumulated rich methodology and practice of teaching in primary school and the insufficient practical use of it in the learning process.

Education is structured in such a way that the direct activities of students, their experience, worldview, academic and extracurricular interests and inclinations, their feelings do not remain outside the gymnasium, but are taken into account when organizing communication in class and extracurricular activities. The gymnasium creates conditions for increasing the level of communication culture. At the same time, attention is focused on the ability to act in various educational, life and problem situations. Gymnasium development program, developmental system L.V. Zankova, according to which primary schools have been operating for many years, is aimed at developing key competencies of students and assumes the success and self-realization of gymnasium students in various types of activities.

Main part

The concept of communicative competence

Communicative competence is the possession of complex communication skills and abilities, the formation of adequate skills in new social structures, knowledge of cultural norms and restrictions in communication, knowledge of customs, traditions, etiquette in the field of communication, observance of decency, good manners, orientation in communicative means inherent in the national, class mentality and expressed within the framework of this profession.

planning educational collaboration with the teacher and peers;

conflict resolution;

partner behavior management;

the ability to express one’s thoughts with sufficient completeness and accuracy;

the ability to construct a monologue statement, mastery of a dialogic form of communication;

adequate perception and transmission of information in a given format.

In primary school, it is necessary to lay the foundations for the formation of communicative competence - learning based on communication. A. Saint-Exupery wrote that “the greatest luxury on Earth is the luxury of human communication.” The most important stages in speech acquisition occur during primary school age.

The basic unit of communication is the speech act. According to A.A. Leontiev, when communicating, a student should speak not for the sake of speech itself, but so that it has the desired impact.

The methodological basis of the study is the fundamental approaches to the theory of speech communication by M.Ya. Demyanenko, K.A. Lazarenko, S.V. Sour; theory of communicative activity A.A. Leontyeva, I.A. Winter; communication competence G.M. Zhukova, L.A. Petrovskaya, N.D. Nikandrova, I.N. Gorelova, A.V. Khutorskogo and others.

The main task of a modern school is to reveal the abilities of each student, to educate an individual ready for life in a high-tech, competitive world. (National educational initiative “Our New school"). From the first days of school, the child is involved in the process of interpersonal interactions with classmates and teachers. During primary school age, this interaction has certain dynamics and patterns of development. Acquiring skills for social interaction with a peer group and the ability to make friends is one of the most important developmental tasks at this school stage. The lack of basic communication skills leads to many conflicts not only in the family, but also in the team during joint activities. These relationships are often painful, traumatizing the child, giving rise to a feeling of incomprehensibility, loneliness, and lack of sympathy. Therefore, a psychotherapeutic orientation should appear in the work of a teacher. Relieving stress classes are also relevant. On the steps primary education students must:

master a new social role as a student;

master educational and cognitive activities;

enter into new social relationships with peers in the class, with teachers, and with the surrounding school environment.

One of the methods for developing the communicative competence of junior schoolchildren can be training.

General characteristics of the training session

Training is a set of group methods used in the process of influencing an individual. Its component is the influence of the team on the individual. Trainings are divided into tool-oriented and personality-oriented . As academic work, training for primary schoolchildren involves helping children develop all kinds of skills and personal qualities.

Training is a unique form of working with potentials, rules and limitations, as a result of which a person is assigned new skills and capabilities. During this psychological event, the student takes an active position. Such training allows the child to independently develop skills in forming social relationships, as well as learn to analyze current life situations and be able to find ways to solve them.

Description of the location

Psychologists have changed standard trainings, adapting them to the actual conditions of educational institutions. This method gave the name “training sessions”. The school psychologist cannot always reach all students in a school, so training sessions can be conducted by the teacher of a given class. Duration of the lesson - 40 minutes, time - once a quarter, place of the lesson - class hour

Class structure:

The structure of each lesson is a complex of successive parts united by a common theme:

Warm-up - aimed at creating motivation for the upcoming activity and uniting group members.

The main part reveals the content of the main topic of the lesson.

In this part, conversations, creative activities, analysis of role-playing situations from the experience of children, games for the interaction of group members, and relaxation exercises are organized.

Final collection - collective and individual reflection, summing up the results of the work.

Methods of work in the classroom

Methods for working in the classroom are selected taking into account the age characteristics of younger schoolchildren. These include role-playing a situation, group discussion, conversation, self-knowledge exercises, and relaxation techniques. Group composition – 25 people (class)

Target training session: increasing the child’s adaptation in school and society, through the formation of students’ communicative competencies.

Tasks:

formation of a communicative culture of students;

developing communication skills, the ability to listen, express one’s point of view, come to a compromise solution, argue and non-aggressively defend one’s position;

development of protective personality traits: self-confidence, openness, sense of humor.

Requirements for participants:

Training sessions are designed for primary schoolchildren.

Expected Result:

expanding the scope of students’ personal needs,

decentralization of students' personality,

the presence of adequate differentiated self-esteem,

ability to coordinate efforts to achieve goals with partners

Since 1998, I have been teaching 5 creativity lessons in 1st grade, author N.F. Vinogradova, L.E. Zhurova. A continuation of these lessons are training sessions in 2-4 according to the compiled program.

Principles for organizing creative lessons:

1) lack of a given sample;

2) emotional feelings about the artistic image created in the process of joint activity;

3) development of interpersonal relationships in the process of joint activities.

The value of these lessons is that there are no incapable students in them, they allow you to remove emotional stress, express suppressed emotions.

The teacher can consult with a specialist - a psychologist on the problems of individual students.

Lesson 1: (Circles and Lines) I teach at the beginning of each year to see leaders accepted, isolated.

The theme of the last class hour of each quarter is “Gift to the Team.” The guys give each other a gift. This is a skit, a song, a dance, a poem, a trick, a wish. This activity increases the level of communicative competence, unites the team, reduces anxiety, and gives everyone the opportunity to “show themselves.”

Training sessions in 3rd grade.

Lesson 1.

Subject: Overcoming childhood fears.

Target: reducing the state of fear in the educational process, in communication with peers, teachers, adults

Tasks:

Developing the ability to express your fears, concerns,

Equipment: soft toy – bear, paper, pencils

Progress of the lesson

1. Organizational moment

And you will be healthy for many years.

2 . Warm-up

The “Let's sing!” method

Goal: “wake up” before the start of class, come to good mood, feel the team spirit.

Conduct: we all sing together some funny, well-known song. Participants can suggest a song themselves. The main thing is that everyone knows it!

3 . Main part

1. Teacher: Today you will need a lot of courage. It's time to look deep into your emotions, where the Grove of Fears is located. Maybe we can get rid of some of them.

2. Method “The bear is afraid that...”

Goal: To help participants voice their concerns out loud.

Materials: teddy bear, cards with fears written on them

Structure of the work: participants sit in a circle, and a bear sits on a chair with them as a participant. The guys take turns taking the toy and expressing their fears, starting, for example, like this: I am Mishka and, although I am very big, I have fear:

Fear of making a mistake

Fear of getting a bad grade

Fear of upsetting parents

Fear of not being the center of attention

Fear that I'm bad

Fear that the teacher will not praise

Fear that guys will laugh at me

Fear that I didn't do the best

3. Teacher:

Are you so scared now, after you told about him?

Children's statements.

4. Exercise to get rid of fears.

Materials: paper, pencils.

Work structure: Children draw a chest on a piece of paper, write down their fears inside it, and try to write down those that are deep in their souls. Try to draw your own terrible fear. Try to draw him as kind and cheerful next to him.

Relaxation. The Lazy Kitty Method

Raise your arms up, then extend them forward, stretching like a cat. Feel the body stretch. Then sharply lower your arms down, while exhaling while pronouncing the sound “ah!” Also repeat the exercise several times.

The effect of this exercise is to calm and relieve tension.

5. Teacher: There is probably a fear that you carefully hide from everyone. Draw a chest, write down your fear or several fears in it.

Tell yourself: “I’m doing well because I’m learning to overcome my fears.” Draw a smiling face and write this phrase under the drawing.

4. Reflection.

1. “Blow out the candle” method

Take a deep, calm breath, drawing as much air into your lungs as possible.

Extending your lips with a tube, exhale slowly, as if blowing on a candle, while pronouncing the sound “oo-oo-oo” for a long time.

Repeat the exercise 5-6 times.

2. Teacher: Tell us about your impression of the lesson.

Can willpower, goodwill, diligence, determination, sociability help get rid of fears? ?

Children's statements.

3. A student of the class is selected, and one by one the guys name his best quality. “It’s good that Masha is in our class, because...”

4. Children say the phrase in chorus:

Fly, fly petal,

Through west to east,

Through the north, through the south,

Come back after making a circle!

Fly, fly petal,

Through west to east,

Fly around the Earth

Thanks for the lesson.

Lesson 2.

Subject: Ability to find a way out of difficult situations

Target: finding a way out of difficult situations

Tasks:

Increasing your own self-esteem,

Finding a way out of difficult situations,

Creating a favorable psychological climate,

Overcoming barriers in interpersonal relationships,

Development of communication skills.

Equipment: sheets of paper, pens, markers, cards with situations.

Progress of the lesson

1. Organizational moment

Children stand in a circle and say hello with a poem.

Hello, you tell the person,

Hello, he will smile back.

And he probably won’t go to the pharmacy,

And you will be healthy for many years.

2 . Warm up.

1. "Compliment"

Goal: attention to the personality of a classmate and acceptance of one’s own positive qualities, increasing self-esteem.

Structure of the work: children stand in a circle, and take turns complimenting the neighbor on the right.

2. One of the students goes out the door, a student is selected in the class, about whom they will talk about why it is good that he studies in our class, the selected student also speaks. Returning to class, the student listens to the qualities of the person in question and tries to guess the name of his classmate.

3. Main part

1. Teacher: In order to learn something, you need to be able to overcome difficulties, not retreat from them, but become stronger. You learn not only knowledge and school skills, but also the ability to overcome life’s difficulties. At school there are difficulties in relationships with friends, in relationships between boys and girls, between student and teacher.

2. Write down the difficulties that you have. Choose one, try to suggest ways to overcome the difficulty, discuss it with your neighbor.

Joint discussion of several difficulties.

3. Situations and problems. Work in groups of 4-5 people. The situation is sorted out in the group, then discussed collectively.

Situations.

A) We came up with nicknames for all our classmates and all the teachers, but we just can’t come up with nicknames for ourselves. Because offensive ones are too offensive, and ordinary ones are too common.

(Yeah, you don’t want ordinary nicknames for yourself, but you have come up with nicknames for others that may seem offensive to them. And in general, nicknames are a very dangerous thing, because they stick to a person, offending him, and sometimes interfering with his life. Sometimes such jokes have a sad or tragic end, because the person begins to resist, beat the offenders, or, on the contrary, live up to his, sometimes formidable or dangerous nickname. So, maybe you need to think about what you did and direct your intellectual energy in useful ways, another direction.)

B) I find it very boring in class and everything the teacher says is not interesting. Sometimes I play games on my mobile phone or just look at the teacher devotedly and think about my own things.

(Yes, indeed, lessons can be boring and uninteresting. Studying in general is not always fun and entertaining; sometimes you have to do tedious, mechanical, but compulsory work, sometimes the tasks are difficult, and there’s no time for fun, you can hear and see the children’s brains creaking and steam flowing overhead. So, dear friend, studying is very serious and important work, and one must approach it, firstly, overcoming laziness, and secondly, understanding that for someone who knows, understands and thinks a lot, life becomes interesting).

4. Reflection.

1. Method "HIMS" »

Purpose: to find out impressions of the lesson.

Material: sheet , felt-tip pen

– X ok...

– AND interesting...

– M it was crazy...

- I'll take it from WITH both

Each participant should, if possible, answer these questions frankly, including their personal well-being.

2. Children say the phrase in chorus:

Fly, fly petal,

Through west to east,

Through the north, through the south,

Come back after making a circle!

Fly, fly petal,

Through west to east,

Fly around the Earth

To be, in my opinion, led! Tell me to get rid of fear...

Thanks for the lesson

Lesson 3.

Subject: Development of class team cohesion

Target: development of team cohesion.

Tasks:

Increasing class cohesion,

Development of the team as an integral group subject,

Creating a favorable psychological climate,

Overcoming barriers in interpersonal relationships,

Development of communication skills.

Equipment: a sheet of paper with a bright large picture, cut into pieces, like a puzzle, A4 sheets

Progress of the lesson

1. Organizational moment

Children stand in a circle and say hello with a poem.

Hello, you tell the person,

Hello, he will smile back.

And he probably won’t go to the pharmacy,

And you will be healthy for many years.

2 . Warm up.

Exercise “Let’s line up”

Goal: to adequately exchange information without using words.

This exercise interests students, forces them to find ways to convey another person’s thought accurately, and to contact each other in order to achieve a common goal in unusual conditions.

Description of the exercise

The presenter offers to play a game where the main condition is that the task is completed silently. You cannot talk or correspond during this time; you can only communicate using facial expressions and gestures.

“Let's see if you can understand each other without words?” In the first part of the exercise, participants are given the task to line up by height, in the second part the task becomes more complicated - they need to line up by date of birth. In the second option, at the end of the construction, the participants take turns voicing their birthdays, while checking the correctness of the exercise.

3 . Main part

1. Exercise "Puzzles"

Goal: development of cohesion and communication skills.

Materials: a sheet of paper with a bright large picture, cut into pieces like a puzzle.

The exercise is designed for the ability to coordinate your actions, find a way out of situations, develop communication skills, and cohesion within the team.

Description of the exercise

The group is randomly divided into teams of 5 people and each team member is given a puzzle. The team's task is to collect the picture as quickly as possible. Discussion in a general circle. Each team tells what helped or, conversely, hindered the completion of the task.

2. Exercise "Bumps"

Target: development of cohesion, communication skills

Materials: A4 sheets

Teacher: I propose to apply the experience gained from the previous exercise in the next task.

Description of the exercise

Teacher:

The teacher can choose a team of crocodiles, the rest of the students can choose a team of frogs. A team of frogs gathers in the corner of the classroom, the teacher hands out A4 sheets, explains that there is a swamp ahead, the sheets are hummocks. The group's task is to get to the opposite end of the room without losing a single frog. You can only step on bumps. Crocodiles can drown (take away) unattended hummocks. You can only step on bumps. If the frog stumbled, or not all the frogs were able to get to the other side because there were no hummocks left, then the crocodiles won, and the game starts over.

Discussion in a general circle. Participants tell what helped or, conversely, hindered the completion of the task. What did those frogs who walked first feel, and what did those who closed the chain feel?

3. Exercise “House”

Goal: awareness of your role in the group, style of behavior.

The exercise helps to think about what function they perform in the team, to realize that they are all needed in their “home,” which promotes unity.

Description of the exercise.

Participants are divided into 2 teams.

Teacher: “Each team should become a full-fledged home! Each person must choose who he will be in this house - a door, a wall, or maybe wallpaper or a piece of furniture, a flower or a TV? The choice is yours! But don’t forget that you must have a complete and functional home! Build your home! You can communicate with each other."

Discussion in a circle.

Teacher:

How did the team discussions go?

Were you able to immediately determine your role in the “house”?

Why did you choose this particular role?

I think you all understand that every part of your “home” is important and needed in it, each has its own specific function, without which the house cannot be complete!

4. Reflection.

1. Exercise "Gift"

Goal: positive completion of the training.

Description of the exercise.

Teacher: “Let's think about what we could give to your group so that interaction in it becomes even more effective, and relationships in it become more united? Let's say what each of us gives to the group. For example, I give you optimism and mutual trust.” Next, each participant expresses what he would like to give to the group. “Let’s reward ourselves for a successful swim with applause!”

2. Discussion of the impressions of the lesson.

Teacher:

Our training has come to an end. I would like to ask your impressions. You can say it in one word.

Teacher:

Well, all the gifts have been given, the games have been completed, the words have been spoken. You were all active and worked well as a team. Don’t forget that you are a single whole, each of you is an important and necessary, unique part of this whole! Together you are strong! Thank you everyone for participating!”

3. Children say the phrase in chorus:

Fly, fly petal,

Through west to east,

Through the north, through the south,

Come back after making a circle!

Fly, fly petal,

Through west to east,

Fly around the Earth

To be, in my opinion, led! Tell me to get rid of fear...

Lesson 4.

Subject: Friendship

Target: expanding knowledge about human relationships, friendship

Tasks:

Show the importance of true friends in life,

Increase class cohesion

Create a favorable psychological climate,

Overcome barriers in interpersonal relationships

Develop communication skills.

Equipment:a ball of thread, cards with proverbs, “Laws of Friendship” memos, cards with situations.

Progress of the lesson

1. Organizational moment

Children stand in a circle and say hello with a poem.

Hello, you tell the person,

Hello, he will smile back.

And he probably won’t go to the pharmacy,

And you will be healthy for many years.

2. Warm up.

1. Exercise “Glomerulus”

Goal: team building

Description of the exercise

Children in a circle take turns calling each other’s names with the words: “I’m glad, Daniel, that you are next to me.” They wrap the thread from the ball around their finger and give it to a neighbor, etc. It turns out to be a circle of friendship. Raise your arms up and then down together so as not to break the circle.

56. Communicative competence and ways of its development.

Communicative competence [lat. competens - proper, capable] - the ability to establish and maintain the necessary effective contacts with other people. Competence includes a certain body of knowledge and skills that ensure the effective flow of the communication process. Communication communication is considered as a system of internal resources necessary for building effective communicative action in a certain range of situations of interpersonal influence. The communicative act includes analysis and assessment of the situation, formation of the goal and operational composition of the action, implementation of the plan or its correction, and evaluation of effectiveness.

The development of competent communication in modern conditions presupposes a number of fundamental directions for its harmonization. At the same time, for the practice of developing communicative competence, it is important to limit such types of communication as service-business or role-based and intimate-personal. The basis for the difference is usually the psychological distance between partners, this is me - you contact. Here the other person acquires the status of a neighbor, and communication becomes trusting in a deep sense, since we are talking about trusting the partner with oneself, one’s inner world, and not just “external” information, for example, related to a typical work task being solved together.

Competence in communication presupposes the willingness and ability to build contact at different psychological distances - both distant and close. Difficulties can sometimes be associated with the inertia of a position - the possession of any one of them and its implementation everywhere, regardless of the nature of the partner and the uniqueness of the situation. In general, competence in communication is usually associated with mastery not of any one position as the best, but with adequate familiarization with their spectrum. Flexibility in adequately changing psychological positions is one of the essential indicators of competent communication.

Communicative competence consists of the following abilities:

Give a socio-psychological forecast of the communicative situation in which you will communicate;

Socially and psychologically program the communication process, based on the uniqueness of the communicative situation;

Carry out socio-psychological management of communication processes in a communicative situation [

The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes.

It is advisable to consider communicative competence as a system of internal means of regulating communicative actions, highlighting in the latter the orienting and executive components. Diagnostics is primarily a process of self-analysis, and development is a process of self-improvement of means of organizing communicative interaction.

Active group methods can be roughly combined into three main blocks:

discussion methods;

gaming methods;

sensitive training (training of interpersonal sensitivity and perception of oneself as a psychophysical unity).

§1 Discussion methods.

Thanks to the mechanism of discussion with peers, the child moves away from the traits of egocentric thinking and learns to take the point of view of another. Research has shown that group discussion increases the motivation and ego-involvement of participants in solving the problems being discussed. The discussion gives an emotional impetus to the subsequent search activity of the participants, which in turn is realized in their specific actions.

The object of discussion can be not only a specially formulated problem, but also cases from professional practice and interpersonal relationships of the participants themselves. The group discussion method helps each participant understand their own point of view, develop initiative, and also develop communication qualities and skills. Practice shows that a significant discrepancy in indicators of moral maturity among group members can paralyze its activities even in cases where the group has purely instrumental goals.

The most effective method will be one based on understanding the student’s personality as a thinking and active participant in events approaching real ones.

§2 Game methods.

Speaking about game teaching methods, it is advisable to subdivide them into operational and role-playing. Operational games have a scenario that contains a more or less strict algorithm for the “correctness” and “incorrectness” of the decision being made, i.e. the learner sees the impact that his decisions had on future events. Operational games are used as a means of training specialists and developing their personal and business qualities, in particular professional competence.

Role-playing games are of even greater interest for personal development.

In a role-playing game, an individual is confronted with situations that are relevant to those cases that are characteristic of his real activities and is faced with the need to change his attitudes. Then conditions are created for the formation of new, more effective communication skills. Active actions are brought to the fore as the main determinants of the success of socio-psychological training. Mental activity in gaming methods is achieved as a result of interaction and co-change of all aspects of intra- and interpsychic manifestations of individuals.

§3 Sensitive training.

A feature of this method is the desire for maximum independence of the participants. The main means of stimulating group interaction here is the phenomenon of lack of structure. The difficulty in describing the training is that the method is based on the actualization of feelings and emotions, not the intellect.

The sensitivity training group has no obvious purpose. During sensitivity training, participants are included in a completely new sphere of social experience for them, thanks to which they learn how they are perceived by other group members and have the opportunity to compare these perceptions with self-perception.