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Conclusions under the chapter I

Theoretical research of the questions devoted to essence and functional mission of educational activity, the realised doctor, and also questions of speech behaviour of the expert at realisation of such activity, has allowed to reveal following base positions:

1) Educational activity is connected with development of the person in respect of it obshchezhiznennoj competence and focused on reflexion smyslozhiznennyh aspects of its life: each person should have wide enough representations about itself, the role in the world, features of the mental and corporal nature. Without them to it as without certain reference points, it is heavier to build the life in the difficult diverse world. Educational activity can be defined as the component of educational activity connected with formation of outlook, directed on development in the person of sensibleness of own life in its various displays and relations to the various phenomena of a life, including, to phenomena of the mental and physical world, and also formation of responsibility for various spheres of the life: social, cultural, spiritual, physical, including, connected with health and a corporality.

2) Educational actions should is spent for various categories of people and to be directed on the decision of concrete requirements of this or that person. Representations about necessity of the educational work devoted to questions of preservation of health, always were peculiar to scientific pedagogical thought. However, in a context of those changes which occur in a modern society to its tendency to medikalizatsii, the question of working out and realisation of the educational activity devoted to the given question, should leave on new
Level. It is caused by necessity of interaction with the modern person who possesses a number of specific features and requirements. The analysis of the scientific researches devoted to questions of integration of pedagogics and medicine, has allowed to reveal, that at the moment educational activity of the doctor admits to one of the most actual and significant directions of work with the population.

3) the Educational activity realised by the doctor, is focused on development in the person of sensibleness of own life, formation of responsibility for the various spheres of the life connected with health and a corporality. It includes training of various groups of the population (patients, their nearest environment, representatives of groups of risk on the health, healthy people), focused on formation of representations concerning health protection, representations about various aspects of prevention of diseases. Educational activity also is aimed at formation at the person necessary for preservation of health of skills, motivation development zdorovesoobraznogo behaviour.

As the primary goals of the educational activity realised by the doctor, it is possible to consider: formation of value of health and its preservation; assistance to formation of knowledge and abilities, the skills necessary for maintenance zdorovesoobraznogo of a way of life, or new style of a life in the conditions of disease; maintenance of necessary pedagogical conditions for formation of a healthy way of life and samosohranitelnogo behaviour of various groups of the population (healthy people, representatives of group of risk on health, the people having various diseases, and also their nearest environment).

4) as the Basic directions of educational activity of the doctor act: culture increase zdorovesoobraznogo a way of life at healthy people and representatives of group of risk on health; increase of adherence to treatment and formation of special style of a life in conditions
Diseases; designing, the organisation and conducting school of the patient (health school) for chronically sick patients; coordination of efforts with the nearest (as a rule, family-related) an environment of the patient on support in treatment and support of the patient (in case of need).

It is possible to carry presence of specific forms and methods of carrying out of the employment caused by the purposes and problems of work To features of educational pedagogical activity, and also a contingent of listeners to which it is turned.

5) Educational activity is directed on formation at the person who has addressed to the doctor, zdorovesoobraznogo behaviour. Zdorovesoobraznoe behaviour - such kind of vital activity of the person and system of its mutual relations with world around which promotes the most harmonious life in the tideway of preservation and maintenance of the health at optimum, as much as possible high level for each concrete person. Familiarising of the person zdorovesoobraznomu to a way of life occurs thanks to the pedagogical educational activity realised by the doctor, by means of speech influence. Thus language acts as the basic tool of educational influence of the doctor.

6) For effective realisation of pedagogical educational activity the doctor should possess such professionally significant personal quality, as ability to bioethical thinking and behaviour. This quality represents integrativnoe the personal property of the expert causing understanding of moral aspects of interaction in sphere, connected with biomedicine and providing successful behaviour of the doctor in conformity with bioethical principles and imperatives. This multicomponent quality which should be based on a complex of representations, valuable installations, system of motivation of the doctor. It assumes presence at the expert of a certain position in relation to bioethical measurement in a trade which should be extended to all levels of professional work

The doctor, on all its contents. Being difficult and multistructure quality, ability to bioethical thinking and behaviour should be shown in all aspects of activity of the expert, finding reflexion, both in mission, and in all professional functions of the modern doctor, including, in educational function.

The given quality regulates system of mutual relations of the doctor with trained - patients. It also provides possibility of formation at the patient of the valuable relation to own health and responsibility for this sphere of a life: the doctor should be ready to give the talks devoted to given subjects with the people who have addressed to its. Within the limits of such conversations questions of sense of conducting zdorovesoobraznogo behaviour should be brought up. Frequently in them it is impossible to bypass subjects of meaning of the life as a whole.

The analysis of the modern lines connected with realisation of educational activity in the field of public health services, has allowed to reveal a problem connected with availability of the educational information. This problem is interfaced not only to an information openness, but also with ways of its report: each person has the right to receive its interesting data on possibilities of preservation of health in that language, which to it a sign. Should be considered also kulturnoyoobrazovatelnye and other personal features of the person who has addressed to the doctor. Accordingly, there is a problem of search of such ways of realisation of educational activity of the doctor which would allow to inform as much as possible well and effectively to people the information necessary for them.

7) the Basic tool of pedagogical educational activity is language. Use of the given tool - the key factor of realisation of pedagogical educational activity of the doctor, without it becomes simply impossible rendering of influence on to whom educational activity of the physician - patients is turned, their nearest environment, the people who have addressed for any reason for
The help to the doctor. Most actively in this case pragmatical function of language - thanks to it, in particular at the expense of speech influence from the doctor is realised, training of people concerning preservation of their health and conducting zdorovesoobraznogo a way of life is carried out.

8) the Originality of speech influence of the doctor on the patient in the course of realisation of educational activity consists in the following: partially artificial character of professional medical language, presence of lexical and statusno-role asymmetry at interaction of the doctor and the patient, necessity of the account of the factor of the addressee (personal, socially-psychological and other features trained - the patient), presence of the organizational restrictions connected with regulations of a medical institution, bioethical and etiko-deontologicheskaja an orientation of speech influence of the doctor in the course of realisation of pedagogical educational activity. These features should be taken into consideration in the course of realisation of the pedagogical educational activity focused on formation zdorovesoobraznogo of behaviour.

Lingvokommunikativnye aspects of educational activity of the doctor which should be taken into consideration by working out of educational programs, consist in the following. Any interaktsija the doctor and the patient, including, educational, an essence - dialogue, interaction kommunikantov in a certain communicative situation. Accordingly, for the purpose of increase of efficiency of their dialogue, features of the situation and participants of interaction should be considered. Among the factors causing communicative failures in the course of realisation by the doctor of educational mission, the following can be considered: 1) cultural (the doctor does not consider that it and the patient - carriers of different cultural representations); 2) language (the doctor uses in speech of a word which are not clear to the patient; 3) psychosocial (the doctor not
Takes into consideration that its biomedical treatment occurring to the patient can not coincide with treatment the patient of the reasons which have caused in it psychophysical trouble).

Lingvokognitivnye aspects of pedagogical educational activity are connected with specificity of formation at patients of knowledge of conducting regulations zdorovesoobraznogo a way of life in the course of speech dialogue. Interaction of the doctor and the patient, in essence - interaction of the expert and the layman. The given aspect of educational activity also is connected with possibilities of studying of system of representations about zdorovesoobraznom behaviour, in particular, by means of such methods of pedagogical research as conversation and questioning.

The Lingvopragmatichesky aspect of educational activity is connected with possibility of performance by means of educational statements of certain actions (for example, belief, suggestions) which are directed on change of behaviour of the trained. In conformity with educational intentions of the doctor, in the course of realisation of educational activity, following kinds of statements can be applied. It can be the statements directed on formation at the patient of representations about disease and conducting zdorovesoobraznogo of a way of life, or representations about their actual psychosomatic condition; the statements connected with the permission or prohibition to the patient of a specific format of behaviour; the statements directed on rendering of influence on the patient, development in it of motivation to execution of all doctor's instructions.

Speech influence of the doctor on the patient in the course of realisation by the expert of educational mission reflects main objectives of the educational influence consisting in formation of adequate intellectual representations about conducting zdoorvesoobraznogo of a way of life and skills zdorovesoobraznogo of behaviour. Increase of efficiency of speech influence of the doctor on the patient in process
Realisations of educational activity it is connected with search of relevant theoretical basis for creation of educational speech messages.

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A source: Vatskel Elizabeth Aleksandrovna. the Lingvodidaktichesky component of educational activity of the doctor. The dissertation on competition of a scientific degree of the candidate of pedagogical sciences. Moscow - 2018. 2018

More on topic Conclusions under the chapter I:

  1. Conclusions under chapter 2
  2. Conclusions under Chapter 1.
  3. Conclusions under chapter 1
  4. Conclusions under chapter 2
  5. Conclusions under the chapter II
  6. CONCLUSIONS ON THE SECOND CHAPTER
  7. Conclusions on chapter 1
  8. CONCLUSIONS ON CHAPTER 1
  9. Conclusions under chapter 1
  10. Conclusions under chapter 2
  11. Conclusions on the third chapter
  12. Conclusions under chapter 3
  13. CONCLUSIONS ON CHAPTER 1
  14. Conclusions under chapter 2
  15. Conclusions under chapter 3
  16. Conclusions under chapter 1
  17. Conclusions under the First chapter