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THE WORK GENERAL CHARACTERISTIC

Urgency of a theme of research. Integration process, razvorachivayojushchijsja last decades in all spheres of human activity, has caused rapprochement of different cultures. It promoted occurrence prostranyostva in which limits there is a sharp growth of the international contacts.

Intensity of dialogue between representatives of different cultures has put peyored subjects of social, professional, age groups neobhodiyomost formations of special quality - readiness to intercultural kommuyonikatsijam. At the same time, difficulties of intercultural contacts arising today have strengthened importance of the designated problem, and the decisions made at federal level reflected at orders of the Government Russian FeYOderatsii (the Concept of development of a Russian education for the period till 2020) And Federal educational standards of higher education, only podyotverzhdajut necessity of formation of readiness to intercultural kommuyonikatsii as personal and professional quality. In them it is accurately specified, that the modern expert (the bachelor, the master) should possess kommunikayotivnoj the competence allowing effectively to enter in positive mezhyokulturnuju communications and to use a studied foreign language in various areas cultural, intercultural and professional dejatelyonosti.

Researches in this direction conducted different scientific, as otechestvenyonye, and foreign: O.A.Antonov, S.I.Arhangelsky, I.L.Bim, E. M.Vereschagin, B.L.Vulfson, E. G.Herman, N.I.Gez, P.B.Gurevich, M.A.Danilov, V.V. Zaharov, And. G.Ispolatova, To. V.Karpov, G.A.Kovalev, V.G.Kostomarov, A. D.Klimentenko, V.A.Maslov, I.T.Ogorodnikov, R.Porter (R. Porter), and. P.Sadohin, And. P.Starkov, L.Stephanie (L. Stefani), V.N.Telija, G.M.Uajzer, S.F.Shatilov, And. R.Fedotov, I.D.Frumin, E.Holl (E. Hall) and others. These researches carrying aspektnyj character, soyoderzhat private answers to pressing questions of modern formation: kayokim there should be a maintenance of formation for readiness formation stuyodentov to intercultural communications; what system of methods and receptions isyopolzovat for achievement of desirable result; How to create necessary for formation of readiness for intercultural communications favorable obyorazovatelnoe space.

Studying of these works has induced us to address to pedagogical nasleyodiju the past when bases of interdisciplinary scientific knowledge of formation at the future experts of readiness to mezhkulturnoyomu to dialogue were pawned.

Degree of a readiness of a problem. The analysis didactic and metoyodicheskoj has shown literatures, that at research were studied: ways orgayonizatsii the educational space raising efficiency formiyorovanija of readiness of the student to intercultural communications (And. V.Aleksashenkova, E. M.Dobruskina, I.D.Frumin), the organisation the auditor
Ache also out-of-class activity of students within the limits of the subject matter "Foreign language" in addition promoting formation of skills of intercultural dialogue (J.N.Vlasova, N.I.Gez, M.Glants, A.A.Kozmina, L. G.Kuts, Z. V.Matukajtes); methods of teaching of a foreign language, paralyolelno providing formation of readiness of students to enter in mezhyokulturnuju communications (V.V. Zaharov, E. G.Herman, O.A.Antonov, Both. G.Ispolatova, And. R.Fedotova); a complex of organizational-pedagogical conditions of formation of readiness of students to intercultural communications within the limits of a subject matter "Foreign language" (G.V.Zaharova, M.S.Safin); mechanisms of intercultural perception in educational proyostranstve (N.K.Ikonnikov, M.B.Krylov); formation conditions kros - skulturnoj literacy of students in the course of training foreign jazyyoku (V.G.Roschupkin).

The problem of formation of readiness of subjects of formation to enter intercultural communications have found reflexion in works and foreign avyotorov (M.Bennet, R.Porter, L.Samovar, L.Stephanie, E.Stewart, E.Torndajk, E.Holl). In their works features of each element of process of intercultural communications, feature of its subjects and space have been revealed.

In a domestic pedagogical science of the considered period (with seyorediny 50th years of the XX-th century prior to the beginning of 90th years of the XX-th century) it is saved up interesyonyj experience of the decision of similar problems. The review of corresponding researches poyokazal, that peak of scientific interest to a developed problem has fallen koyonets to 1990th years - the beginning of 2000th years. Then there were researches: And. V.Kamyzinoj (intercultural communications in an istoriko-pedagogical science), R.F.Poljakovoj (development of intercultural communications in obrazovayonii - pedagogical aspect), A.J.Daniljuka (a principle kulturogeneza in obrayozovanii), I.S.Bessarabovoj (polycultural formation: istorikoyopedagogichesky the development analysis); L. G.Kuts (international education in domestic pedagogics and educational practice 60 - 80th years HH veyoka), M.A.Hajruddinova (polycultural formation: history, problems and prospects); I.E.Sholudchenko (principles polikulturalizma in obrazovayonii).

Thus, studying of results of a didactic and methodical heritage of the period from the middle of 50th years of the XX-th century prior to the beginning of 90th years of the XX-th century and their istoriko-pedagogical reflexion leads to a conclusion, that otechestvenyonaja the pedagogics 50 - 90th of the XX-th century possesses starting positions and prakyoticheskim experience of training to a foreign language as to a general educational subject of students of domestic high schools that has made preconditions for reyoshenija problems of formation of readiness for intercultural communications at training to a foreign language.

At the same time, studying of the researches connected with a problem podgoyotovki of students of domestic high schools to intercultural communications of second half of the XX-th century, has allowed to find out a number of contradictions:

- Between requirement of the higher school for the complex decision pedagoyo
gicheskoj problems of formation of readiness of the student to intercultural komyomunikatsii at training to general educational discipline "Foreign language" and its fragmentary working out in a pedagogical science;

- Between presence of constructive experience last in aspect of the decision of a problem of formation of readiness of students to intercultural kommunikayotsii and insufficiency of its judgement in a modern pedagogical science and realisation in educational practice of training to a foreign language;

- Between necessity for preparation of experts (lawyers, meneyodzherov, economists and others), ready to carry out the professional duties in polycultural space, and absence effective pedayogogicheskoj systems on their preparation.

The revealed contradictions allow to formulate a problem isyosledovanija which consists in necessity of studying of constructive pedagogical experience of second half of XX-th century, its analysis in aspect razrayobotki teoretiko-pedagogical representations about formation of readiness of students of domestic high schools to intercultural communications and estimations of its potential for modern formation.

The urgency of the revealed problem and the designated contradictions have defined a choice of a theme of research: «readiness Formation to mezhyokulturnoj communications in the theory and practice of training to a foreign language in domestic high schools of second half of XX-th century».

Object of research are: the theory and training practice inoyostrannomu to language as to a general educational subject of students otechestvenyonyh high schools of the middle 50 - the beginnings of 90th of the XX-th century.

Object of research is: process of working out of didactic concepts and experience of their realisation in practice of formation of readiness studenyotov high schools to intercultural communications during the considered period on priyomere training to a foreign language as to a general educational subject.

Research objective: to analyse obshchedidakticheskie and chastnodiyodakticheskie concepts of second half of XX-th century in aspect of working out proyoblemy formations of readiness of students of domestic high schools to mezhkulyoturnoj communications and to present them as system pedagogical predstavyoleny about formation of readiness of students of domestic high schools to mezhkulyoturnoj to communications at training to a foreign language.

In a research basis the assumption that in rassmatyorivaemyj the period there were objective conditions which staticized search of pedagogical means of formation at students of domestic high schools of readiness for intercultural communications in training practice inostrannoyomu to language and their scientific substantiation is necessary.

The object, subject, research objective have defined following problems:

1) to reveal the objective factors staticizing working out pedayogogicheskih of representations, connected with formation of readiness of students of domestic high schools to intercultural communications at training inostranyonomu to language in second half of XX-th century;

2) to reveal the axiomatic bases of pedagogical representations about formation of readiness of students of domestic high schools to intercultural communications at training to a foreign language;

3) to reconstruct formation and development process teoretikoyopedagogicheskih representations of second half HH about formation gotovnoyosti students of domestic high schools to intercultural communications in training to a foreign language;

4) to present chastnodidaktichesky use experience rekonstruiruyoemyh teoretiko-pedagogical representations in training practice inostranyonomu to language in domestic high schools of second half of XX-th century;

5) to prove the importance of the pedagogical experience studied in dissertational research for the decision of actual problems of the higher school.

Chronological frameworks of research are limited by the period with sereyodiny 50th years of the XX-th century prior to the beginning of 90th years of the XX-th century. Definition hronoloyogicheskih research frameworks is caused situativnostju obshchestvennoyopoliticheskoj lives of the country which has induced working out of a pedagogical problem of formation of readiness of students of domestic high schools to mezhyokulturnoj communications in practice of training to a foreign language.

The choice of an initial boundary of research speaks that ideas podyogotovki students to intercultural communications in Stalin pravyolenija were exposed political tabuirovaniju, to hushing up, distortion and the discredit, therefore the similar problematics in 30th of the XX-th century - nachayole 50th of the XX-th century did not find the distinct expression in the theory and metodiyocheskoj to practice of training of students of domestic high schools to a foreign language, but, nevertheless, it existed in amorphous, fragmentary predstavleniyojah, as about necessity to develop at students of different abilities of intercultural interaction, and about that constructive role which in the course of training to a foreign language carries out a context of intercultural components. OdYOnako from the middle of 50th years of the XX-th century in domestic pedagogics in force obekyotivnyh factors the axiomatics of educational representations about formirovayonii readiness of students of domestic high schools to intercultural kommunikayotsii at all amorphy has created favorable conditions for fast development chastnodidakicheskih concepts and development of foreign operating time under the decision of an investigated problem.

All considered period has internal chronology. In the work we lean against a periodization accepted in civil istoyorii (A.I.Vdovin) and histories of pedagogics (A.I.Piskunov, S.F.Egorov,

E.D.Dneprov), also is systematised a pedagogical material on three stages: from the middle of 50th years of the XX-th century to the middle of 60th years of the XX-th century - the period "otteyopeli"; from the middle of 60th years of the XX-th century to the middle of 80th years of the XX-th century - periyood "stabilisation"; since second half 80th years of the XX-th century prior to the beginning 90 goyodov the XX-th centuries - the "destabilization" period. Each of stages is in own way important for working out of pedagogical representations about formation of readiness of the student to intercultural communications.

Methodological basis of research have made:

The works devoted to the general questions of methodology istorikoyopedagogicheskogo of research (M.V.Boguslavsky, S.I.Koltash, G.B.Kornetov, M.A.Lukatsky, L.A.Stepashko) which have allowed sistemayotizirovat an investigated material according to logic istorikoyopedagogicheskogo researches.

In the course of research we had been used following groups of scientific methods. For development reconstruction teoretikoyopedagogicheskih representations about formation of readiness of students otecheyostvennyh high schools to intercultural communications in training to a foreign language were theoretical methods of scientific knowledge are taken: a periodization, classification, kontseptualizatsija, modelling, generalisation. With a view of rekonyostruktsii practice of formation of readiness of students of domestic high schools to intercultural communications the following empirical meyotody was used: the analysis of the educational and methodical literature, interviewing, the analysis of pedagogical experience.

The theoretical basis of research was made by positions of scientists about the formation maintenance, the purposes and training methods (S.I.Arhangelsky, M.A.Danilov. P.Yesipov, V.V. Kraevsky, I.J.Lerner, D. O.Lordkipanidze, I.T.Ogorodnikov, M.N.Skatkin and others) and positions from the concept «school of dialogue of cultures», concepts polycultural obrazovayonija and dejatelnostnoj concepts (V.S.Bibler, S.J.Kurganov, G.A.Kitajgorodskaja, A.A.Leontev, J.A.Sorokin, E.F.Tarasov, E. P.Shubin), interfaced to a problem investigated by us; conceptual positions of scientists-psychologists in the field of readiness for activity (A.A.Derkach, L.A.Kandybovich, M.Korduella, L.Lang, A.T.Puni, V.N.Pushkin, V.D.Shadrikov, D.N.Uznadze, V.A.Jadov and others), linguists and culturologists (E. M.Vereschagin, V.G.Kostomarov, A.A.Leonteva, V.A.Maslov, I.S.Narsky, And. P.Sadohin, D. Tomahin and others), pozvoyolivshie to define an axiomatic basis reconstructed pedagogicheyoskih representations.

Scientific novelty of research:

1) are presented obshchedidakticheskie and chastnodidakticheskie to the concept of second half of XX-th century in aspect of formation of skills of intercultural dialogue as theoretical bases of working out of a problem of formation gotovyonosti students of domestic high schools to intercultural communications at training to a foreign language as to a general educational subject;

2) stages of development of pedagogical representations about formiroyovanii readiness of students for intercultural communications in the theory are opened and prakyotike a domestic education of the considered period, are defined tenyodentsii and the importance of each stage for a modern pedagogical science;

3) the role of the best practices of the past on the organisation of educational and nonlearning activity within the limits of general educational discipline «Other is defined
Strange language »domestic high school for formation at students of readiness for intercultural communications.

The theoretical importance of research is connected by that predstavyolena axiomatics of teoretiko-pedagogical representations which can be used for the subsequent scientific workings out in investigated oblayosti. For a modern pedagogical science the circle of questions in aspect of formation of readiness of students of domestic high schools to intercultural communications is defined: the pedagogical maintenance of concept «readiness of the student for intercultural communications»; pedagogical ways of formation goyotovnosti students to intercultural communications at training inostranyonomu to language.

On the basis of reconstructed and described pedagogical znayonija perfection of modern pedagogical representations about formation of readiness of students to intercultural communications in obuyochenii to a foreign language is possible.

The practical importance of research consists in napravlennoyosti its results on perfection of variability of practice of preparation of students to dialogue with carriers of culture of a studied foreign language. The received results give the chance for preparation of pedagogical shots, in particular teachers of a foreign language, and enrichment uchebnoyometodicheskogo a complex of a subject matter "Foreign language" with ispolyozovaniem constructive experience of last formation in aspect gotovnoyosti students to intercultural communications, including on a studied foreign language.

The personal contribution of the author to research:

1) preconditions for the decision of a pedagogical problem of formation of readiness of students to intercultural communications are defined at obuyochenii to a foreign language in domestic pedagogics of second half of XX-th century through the analysis of objective historical factors;

2) the pedagogical maintenance of concept «readiness of the student for intercultural communications» as axiomatic basis teoretikoyopedagogicheskih representations about formation of readiness of students otecheyostvennyh high schools to intercultural communications in training to a foreign language is revealed;

3) pedagogical experience of the past under the decision proyoblemy formations of readiness of students to intercultural communications is reconstructed at training to a foreign language in domestic didactics of the middle of 50th years of the XX-th century - the beginnings of 90th years of the XX-th century.

Reliability and validity of results of research obuslovyoleny methodological security of theoretical positions. DisserYOtatsionnaja work is executed in a context modern pedagogical znayonija. The selected methods of carrying out of the analysis correspond modern metoyodologii pedagogical research. The results received in a course issleyo
dovanija, are approved on annual scientific and scientifically-practical konfeyorentsijah, seminars and symposiums.

The positions which are taken out on protection:

1. The factors which have defined in second half of the XX-th century an urgency of working out of a pedagogical problem of formation of readiness of students oteyochestvennyh of high schools to intercultural communications at training to a foreign language, carried as external in relation to formation character, and vnutyorenny - educational. At all three stages operated same grupyopy objective factors (development of political connections between the different countries, growth of intercultural contacts) which in different historical peyoriody were filled kazualnym with the maintenance.

• from the middle of 50th years of the XX-th century to the middle of 60th years of the XX-th century - razyovitie political and economic international contacts, povyyoshajushchie the importance of studying of a foreign language; carrying out of VI World Festival of youth and students in Moscow;

• from the middle of 60th years of the XX-th century to the middle of 80th years of the XX-th century - the further development of political connections and periodic peremiyorija in the cold war, changing character cultural vzaimodejyostvija between the people; carrying out HP of the World festival moloyodezhi and students and Game HHP of the Olympic Games in Moscow (Tallinn, Kiev, Leningrad, Minsk);

• since second half 80th years of the XX-th century prior to the beginning of 90 years of the XX-th century - reforming of social and political structures; a course on uluchyoshenie mutual relations with countries of Western Europe and the USA.

Sociopolitical features of each stage consistently influenced formation. This influence is expressed in gradual growth of scientific interest among teachers to a problem of intercultural dialogue and poyovysheniem requirements to foreign language teaching in domestic high schools.

2. Axiomatic base for formation and development teoretikoyopedagogicheskih representations about formation of readiness of students to mezhyokulturnoj communications in training to a foreign language have made sledujuyoshchie positions, interest to which grew among teachers in parallel with aktualiyozatsiej an investigated pedagogical problem:

• the culture knowledge promotes studying of corresponding language;

• readiness for intercultural communications is found kacheyostvo, predisposition of the subject to dialogue with representatives of other culture, other ethnos and outlook with defined soyochetaemostju stimulus and reactions, internal and external osobennoyostej.

These positions have helped didaktam to look second half of XX-th century at the purpose of training to a foreign language from other foreshortening and began to define its additional maintenance or additional effect from its realisation in high school.

3. In the course of formation and development of teoretiko-pedagogical representations about a problem of formation of readiness of students to mezhkulturyonoj communications at training to a foreign language in domestic didactics of second half of XX-th century occurred stage-by-stage vzaimointegratsija obshchediyodakticheskogo and chastnometodicheskogo knowledge. Were as a result defined teoreyoticheskie the positions forming system interconnected scientific predstavleyony about the investigated problem. These representations are that: representations about the purpose of training to a foreign language, representations about the maintenance obshcheobrazovatelyonoj disciplines "Foreign language", representations about methods and receptions obuyochenija to a foreign language in domestic high school.

At each stage there was an expansion of the purpose of development obshcheobrazovayotelnoj disciplines "Foreign language" and filling of its maintenance dopolniyotelnymi the knowledge having in basic cultural urological the character and spoyosobstvujushchimi to increase of efficiency of mastering by students by skills goyovorenija on a foreign language, and also to parallel formation at them goyotovnosti to enter positive intercultural communications with predstaviteyoljami a studied foreign language. For mastering of this knowledge new methods and training receptions were consistently offered.

4. Practice of training of students of domestic high schools to a foreign language and their parallel preparation for positive intercultural dialogue in second half of XX-th century was stereotypic and not in all followed for razyovitiem to domestic pedagogical thought in aspect of an investigated problem.

5. Analyzed pedagogical experience has formed a basis for poyosledujushchih scientific searches in aspect of the decision of a pedagogical problem of formation of readiness of students of domestic high schools to intercultural communications at training to a foreign language and has allowed to expand a circle of questions for modern scientists. These are questions of an orientation new metoyodov and receptions of training to a foreign language on parallel formation at students of readiness for intercultural communications and questions neobhodimoyosti expansions of a subject matter "Foreign language" new soderzhaniyoem (abilities, skills, knowledge and valuable reference points), sposobstvuyojushchim to the best development of a subject domain and parallel formirovayoniju skills of intercultural dialogue.

Approbation of results of research was carried out on: annual scientific conferences of Far East state humanitarian university (with 2011); a seminar of school-conference of young scientists of Habayorovsky edge (Khabarovsk, 2011); in performances at scientific and postgraduate seminars of chair of pedagogics Far East state gumaniyotarnogo university; at XV regional competition of young scientists and post-graduate students (Khabarovsk, 2013); on 25 international scientifically-practical conferences for students, post-graduate students and young scientists (Moscow, 2014); at the Eighth national scientific conference (Moscow, 2012); at Sixth session DalYOnevostochnoj of section of the All-Russia methodological seminar (Khabarovsk, 2012); at the Seventh session of Far East section All-Russia metodoloyo
gicheskogo a seminar (Khabarovsk, 2013); at the Eighth session of Far East section of the All-Russia methodological seminar «Prognostichesky potenyotsial researches in an education sphere: the methodological analysis» (HabaYOrovsk, 2014); at the All-Russia scientifically-methodical conference with mezhdunayorodnym participation «Theoretical and applied aspects modern lingviyosticheskogo formations in the conditions of not language high school» (Khabarovsk, 2015-2016); at a scientifically-methodical seminar «Actual problems modern vysyoshego formations: from the general to the particular» (Khabarovsk, 2016); on nauchnoyometodicheskom a seminar «Scientifically-methodical perfection prepodavayonija linguistic disciplines in not language high schools (Khabarovsk, 2016).

By the publication of results of dissertational research in nauchyonyh and scientifically-practical magazines: «Humanistic ideas in domestic istoriko-pedagogical experience» (Khabarovsk, 2011-2013); «Istorikoyopedagogichesky knowledge in the beginning of the third millenium: problems, methods, istochyoniki and a problematics of history of pedagogics» (Moscow, 2012); «the Ponjatijnoeterminologichesky device of domestic pedagogics in a context kulturnoyoistoricheskogo the approach» (Khabarovsk, 2013); «Young scientists - to Khabarovsk territory» (Khabarovsk, 2013); «Management of modern school» (Moscow, 2013); «Formation of new concepts of scientific researches of psychology and pedagoyogiki» (Moscow, 2014); «Istoriko-pedagogical search» (Ryazan, 2014); «the Power and management in the east of Russia» (Khabarovsk, 2014-2015); «Teoreticheyosky and applied aspects of modern linguistic formation in the conditions of not language high school» (Khabarovsk, 2016); « The scientific heritage »(Budapest, 2016).

The structure of dissertational research corresponds to logic peyodagogicheskogo researches and consists of the introduction, two heads, the conclusion, the literature list (220 names) and the appendix. The basic maintenance is stated on 180 pages, illustrated by 9 tables and 4 drawings.

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A source: Larioshin Alexander Sergeevich. FORMATION of READINESS For INTERCULTURAL COMMUNICATIONS In the THEORY And PRACTICE of TRAINING to the FOREIGN LANGUAGE In DOMESTIC HIGH SCHOOLS of SECOND HALF of XX-th century. The dissertation AUTHOR'S ABSTRACT on competition of a scientific degree of the candidate of pedagogical sciences. Khabarovsk - 2017. 2017

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