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Formation of communicative competencies in student
environment
Olga GIZATULLINA
1
Gulistan State Pedagogical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received January 2022
Received in revised form
15 January 2023
Accepted 25 February 2023
Available online
15 March 2023
Pedagogical dialogue is a special type of pedagogical
relations built on the principles of cooperation, co-creation,
mutual respect and mutual understanding, a specific form of
communication involving not only information communication
of subjects, but also their spiritual unity, a special form of
pedagogical interaction aimed at solving the problem.
The purpose of the study is to develop methodological
recommendations on pedagogical communication of students
based on the analysis of psychological and pedagogical research
on the problem.
2181-
1415/©
2023 in Science LLC.
https://doi.org/10.47689/2181-1415-vol4-iss2/S-pp1
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
communication culture,
dialogue teaching,
high school,
pedagogical creativity,
the educational process,
the identity of the student.
Talabalar muhitida kommunikativ kompetentsiyani
shakllantirish
ANNOTATSIYA
Kalit so
‘
zlar:
aloqa madaniyati,
pedagogik muloqot,
oliy maktab,
pedagogik ijodkorlik,
o
‘
quv jarayoni,
shaxs,
talaba.
Pedagogik muloqot
–
bu hamkorlik, birgalikda ijod qilish,
o‘zaro hurmat va o‘zaro tushunish tamoyillariga asoslangan
pedagogik
munosabatlarning maxsus turi, nafaqat sub’yektlarning
axborot aloqasini, balki ularning ma’naviy birligini, muammoni hal
qilishga qaratilgan pedagogik hamkorlikning maxsus shaklini
nazarda tutadigan o
‘
ziga xos aloqa shakli.
Tadqiqotning maqsadi
–
muammo bo
‘
yicha psixologik va
pedagogik tadqiqotlarni tahlil qilish asosida talabalarning
pedagogik aloqalariga oid uslubiy tavsiyalar ishlab chiqish.
1
Senior lecturer, Gulistan State Pedagogical Institute. E-mail: stefa77777@gmail.com
Жамият
ва
инновациялар
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инновации
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Society and innovations
Special Issue
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02 (2023) / ISSN 2181-1415
167
Формирование
коммуникативной
компетенции
в студенческой среде
АННОТАЦИЯ
Ключевые слова:
культура общения,
педагогический диалог,
высшая школа,
педагогическое
творчество,
образовательный процесс,
личность,
студент.
Педагогический диалог –
особый тип педагогических
отношений, построенный на принципах сотрудничества,
сотворчества,
взаимоуважения
и
взаимопонимания,
специфическая форма общения, предполагающая не только
информационную связь субъектов, но и их духовное
соединение, особая форма педагогического взаимодействия,
направленного на решение проблемы.
Цель исследования –
на основе анализа психолого
-
педагогических исследований по проблеме разработать
методические рекомендации по педагогическому общению
студентов.
INTRODUCTION
The goal of modern education is to form and develop the qualities of the individual
that are necessary for him and society to be included in socially significant activities. One
of the components of personal development in higher professional education is the
student’s communication culture.
Today, there is an increased conflict in the society and the world as a whole,
increasing hostility of some social groups, entire states in relation to others: no one
wants to converge, selfish interests are defended, there is incompetence, and sometimes
lack of desire to listen to this or that opinion. The development of a culture of
communication among students is the education of a unique person who is interested in
understanding the psychological and pedagogical foundations of communication as an
integral system of the
“
space-time
”
existence of the educational process at the
intersection of history and modernity. This is a study of the main pedagogical research
that was bequeathed to us by outstanding teachers of the past and a list of current
phenomena, innovations of the present time. The power of the conversation mindset,
which determines the development of the communication culture, comes from the
innovations of objective reality, which helps to observe it from the position of unity of
views of the persons who interact and contact.
The culture of communication of students at the university can be considered as
the most important creative resource of higher professional education in intellectual
development of the individual. The development of a culture of communication obliges a
student of a higher educational institution to master it as a universal characteristic of a
specialist, which allows fulfilling the social expectations of society and reaching a high
professional and personal level. The institute of education is not only the sphere of
education and upbringing of the younger generation, but also the most striking indicator
of the spiritual, moral and social health of society, the well-being of culture as a whole.
The affirmation of humanistic values in education puts the value of the individual, the
richness of his spiritual world, on the priority positions.
LITERATURE AND METHODOLOGY
The concept of culture (from
“
cultura
”
–
“
to cultivate, to process
”
), as a complex
phenomenon, has no unambiguous interpretation and appears in the form of a set of
material and spiritual values, the
“
second
”
nature, the human world, the result and / or
method of human activity, the systemic quality of society, etc.
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Other definitions of culture emphasize the duality of culture: on the one hand,
culture is the worl
d of a person’s social experience, accumulated permanent material and
spiritual values, on the other-a qualitative characteristic of human activity [3, 4, 6, etc.].
The concept of communication is also characterized by a complex and multifaceted
understanding. One of the approaches to communication, which is quite widespread
today, was developed in the works of G.M. Andreeva. In accordance with this approach,
communication is a complex process that includes the transfer and exchange of
information, interaction, and mutual understanding of people in the established system
of public relations [1].
Culture and communication in their development are in dialectical unity.
Communication is perceived as a necessary condition for the production of cultural
values, including a person, as a way of being a culture. M.S. Kagan notes:
“
Intersubjective
interaction is the true product and ‘mechanism’ of culture”
[6]. Constantly interacting and
integrating with each other, the concepts of
“
communication
”
and
“
culture
”
form a new
concept of
“
communication culture
”
in terms of content and structure. Based on socio-
philosophical approach to the subjects of the culture of communication, the following
levels can be distinguished: humanity as a whole; a separate society; a social group;
a specific person.
In the last decade, many scientists have actively developed the problems of
communication culture and its formation, offering practical recommendations. Various
aspects of the communication problem were studied by A.A. Bodalev [4], I.S. Kon [2],
A.A. Leontiev [3], N.D. Tvorogova [7], A.L. Sventsitsky [5], and others. However,
the analysis of the scientific literature has shown that the directed formation of a culture
of communication in non-pedagogical universities is particularly relevant, since they do
not sufficiently use the opportunities of the educational process, there are no uniform
requirements for the organization of educational work, etc.
All of the above allows us to state the fact that the problem of forming a culture of
communication is caused and closely related to the need to improve the quality of
training of specialists, that the assimilation and application of universal, humanistic,
ethical values by students, as well as their implementation directly in communication,
contribute not only to the personal and spiritual development of young people, but also
to the identification of the social and professional potential of a specialist.
DISCUSSION.
The culture of communication is an important component of general culture of the
individual, the formation of which acts as an urgent need of our days, when there is a
change in the old forms of interaction, a reassessment of values and ideals, the search for
new life attitudes and guidelines. Likhachev, denoting the phenomenon of
“
culture of
communication
”
, emphasizes its moral and spiritual content, including:
“
education,
spiritual wealth, developed thinking, the ability to comprehend phenomena in various
areas of life, a variety of forms, types, ways of communication and its emotional and
aesthetic modifications: a solid moral foundation, mutual trust of the subjects of
communication; its results in the form of mastering the truth, stimulating activity, its
clear organization
”
.
The culture of communication is connected on the one hand to the concept of
communicative tolerance, on the other, through communication styles in interaction with
people. The culture of communication is an integrative quality of a person, including
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knowledge about this phenomenon, the traits of a tolerant personality, the ability to
objectively evaluate people, entering into dialogical relations, establishing cooperation
and determining an active moral position in interaction with people.
Based on the above definitions, the
“
culture of communication
”
is one of the
aspects of the basic culture of the individual, which in turn is a set of characteristics
(knowledge, qualities, habits, value orientations, etc.) that allow a person to live in
harmony with the universal, national culture, to develop both society and the individual
identity of his personality. The culture of communication is the most important condition
for an individual’s satisfaction with relationships with others and life in general, a
necessary prerequisite for effective work, one of the indispensable conditions for the
mental, emotional, intellectual, and social development of the individual.
In order to test our assumptions about the peculiarities of the students’
communication culture, we conducted an empirical study. The basis of the study was the
Gulistan State Pedagogical Institute. The study involved 1st year students in the
direction: 61111700
–
(Russian in foreign language groups), the empirical study covered
a total of 53 students. The study was conducted on a systematic sample among students
aged 18-20 years.
The purpose of our study was to identify the peculiarities of the communication
culture of students. Three methods were used to conduct the study: the questionnaire
“
The importance of communication culture for students
”
, the tests
“
Communicative
tolerance
”
and
“
Communication Styles
”
.
The first method of research was a written questionnaire, which included a
number of questions.
Let’s consider the question “
Do you think communication culture is
an important condition for your professional activity?
”
, with the help of which we have
determined the importance of communication culture for the future professional activity
of students.
For 89% of students, the culture of communication is of great importance in their
professional activities. But at the same time, 3.8% of 1st year students deny its
significance, so they tend to think that the culture of communication is not an important
condition for their future professional activity. The students of the control group have no
negative attitude.
According to the results of the study, using a questionnaire, we have formulated
the conclusions that the majority of students have clear ideas about the culture of
communication. But they note the importance for modern society and the individual in
professional development. Students of both faculties have a relatively low level of
communication culture, which indicates the need to develop knowledge and skills.
Because the culture of communication for students is an important condition for the
professional activity of a future specialist.
The second method of research used by us is the test
“
Communicative tolerance
”
.
This technique is designed to diagnose the structure of behavioral reactions in
interpersonal communication, the ability to accept or not accept the individuality of
people in interaction. Communicative tolerance determines the life path and activity of
the individual; therefore, it is its central characteristic. It is its features that indicate the
mental health of a person, his inner harmony or imbalance, and the ability to self-control.
Communicative tolerance is well manifested in communication: some people are very
patient with everyone, others are very good at hiding dislike for the interlocutor, and
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others are able to ignore the negative and unpleasant qualities of others. But the lack of
communicative tolerance leads to the fact that it causes condemnation of other people,
rejection, constant criticism, irritation, and even anger towards others.
RESULTS
Understanding the problem of the process of communication culture of students,
as a combined part of psychological and pedagogical education, occurs:
–
in the presentation of the advantages of collaboration in educational
development as a transformative interaction based on empathy and co-creation.
–
based on understanding the knowledge of communication and high-profile
activities as a whole organism, permeated, like arteries, by conversational relationships.
–
in attracting opportunities that actualize problematization, alternatives for
fulfilling the conditions of effective communication.
–
in the ideas of understanding the subject-subject relationship with professional
activity as an interpersonal contact in the educational and educational space.
Firstly, as a unique form of subject-subject contact with a shift towards the guiding
educational and constituent functions of the teacher, and secondly, pedagogical dialogue
can be understood as equal communication of individuals with individual preferences.
Interpersonal contemplation is based on a sense of empathy, belonging, mastered
by the student as an objective material that contains subjective attitudes.
The orientation of the subjects towards each other during the implementation of
the combined activities can be found both in the vertical perspective (the synchronic
axis) and in the horizontal perspective (the diachronic axis).
Unambiguity is replaced by ambiguity, monologue gives way to dialogue,
involvement, sympathy, addressed to the subject in the search for answers to the
questions posed by life. This interaction of the value indicator affects education and the
establishment of humanistic ideals.
Students are given a wide choice of pedagogical situations of different orientation
in the didactic dialogue. The study of pedagogical situations that are close to reality
directs students to master the profession of a teacher, since the models depict the set
type of relationship and communication in the pedagogical structure. The analysis of
pedagogical situations, which supports the thoughts of the general discussion of students
and the teacher, affects the dialogic motivation for action, allows you to move from a one-
voice orientation to a dialogic one, revealing its best qualities. Dialogue in pedagogy with
the character of subject-subject interaction contains both a typological characteristic
–
“
teacher
”
,
“
student
”
,
“
parent
”
, etc., and a personal one, representing the choice and
richness of its features.
In the course of pedagogical communication, students study various types of
pedagogical interactions taking into account their quality and divide them into the
following groups.
Value-based pedagogical interactions, built on the belief of its participants in
certain values, and on the basis of this, build a specific line of interaction and the
structure of relations.
When the analysis of pedagogical situations confirms a person’s
social intentions, which are manifested in faith, the faith changes into a confidence that
supports positive emotional feelings.
Purposeful interactions of pedagogy, reasonable from the point of view of the
expectation of a certain result, both with the use of expectation as one of the components
of a well-thought-out goal, and with the position of reflection, as regards the perfect fact.
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The position
“
above the past
”
stimulates the development of reflection, encourages deep
study of pedagogical situations, to reveal oneself
“
new
”
in them, which in turn changes
the student’s motivation, personal and pedagogical position.
The position of the future on
the present predicts the attachment of the studied model of the pedagogical situation
with the future profession.
Stereotypical, interactions formed on the basis of a confident, repetitive
connection, a stereotype of the participants who entered into the interaction.
Affective, emotional pedagogical interactions caused by emotional excitement or
the emotional state of his partners.
CONCLUSIONS
Thus, the features of the students
’
communication culture are characterized as a
set of rules that each individual should adhere to. Compliance with these rules is an
indicator of the level of education and culture of a person as a whole, without a culture of
communication it is impossible to interact with people in society, it is impossible to
cooperate and establish business contacts. The culture of communication implies the
communication of two people who perfectly understand the limits of what is allowed and
do not allow themselves to violate them. The culture of communication is an integral part
of the behavior in interaction in society, any conversation, phrase directed in someone’s
direction should be cultured, beautiful and worthy. The culture of communication should
manifest itself not only in the knowledge of the principles and rules, but also in the ability
to understand the other person. It manifests itself in a thousand little things: in the ability
to argue respectfully, behave modestly at the table, in the ability to help another person
imperceptibly, to protect nature, not to litter around yourself. Language is always linked
to culture, just as culture is linked to language.
It follows that it is quite possible to expand the culture of pedagogical
communication among students by studying the dialogic type of communication and
interaction, in which there is a full-scale barter between the interlocutors with messages,
their content and assessments of the result approved by each of them.
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1.
Andreeva G.M. Social psychology.
–
Moscow: MSU, 1980.
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Gizatulina Olga. The development of information and communication
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informatsionno-kommunikativnyh-kompetentsii-u-buduschih-pedagogov-v-usloviyah-
transformatsii-obrazovaniya (accessed: 10.02.2023).
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Kon I.S. In search of self: Personality and identity.
–
M.: MGU, 1984.
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Leont’ev
A.A. Psychology of communication.
–
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“
Academy
”
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–
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–
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–
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