Peculiarities of Communication as a Resource for Ensuring the Implementation of Secondary Specialized Education in a Scientific Direction
DOI:
https://doi.org/10.32405/2413-4139-2020-1(28)-86-97Keywords:
communication, specialized education, expressive skills, impressive skills, scientific competenceAbstract
The article highlights one of the scientific approaches to solving the problem of communication in education, in particular, secondary specialized education in the field of science. Communication is seen as a speech
phenomenon, which is not only a verbal means of interaction between people in society but also a powerful resource for the implementation of the content of education at all levels and degrees. The content of the article
answers the question: in what form is it most appropriate to implement the Standard of specialized secondary
education in a scientific direction and what is the place of communication in this process?
The results of theoretical research carried out according to the developed concept and the used methods
are presented: a) modelling; b) qualitative and quantitative methods of systemic analysis; c) thematic analysis
and research synthesis. Within the developed concept communication is regarded as a bilateral (multilateral)
process of communication between the communicator and the communicators which are carried out on the
internal and external speech plans and provide their semantic, semantic and verbal interaction. A universal
model of communication called “From meaning to meaning” is presented and its structure is described. Com
munication is interpreted as a two-way process of semantic interaction of communicators: the communicator
(addressee) and communicator (s) (addressee (s)) – which can be carried out both directly and indirectly
through paper and electronic media, as well as in the form of dyads and polylogically; the role of the Language
of Science in the implementation of scientific education is determined.
As evidenced by the results of qualitative and quantitative analysis, the scientific and communicative
competencies that SSONS applicants should master are 60,97 % in grades 5–6, 65,90 % in grades 7–9, and
64,0 % in grades 10–11 (12) of the total number of research competencies defined by the Standard.
The results of the research presented in qualitative and quantitative dimensions support the formulated
hypothesis and give grounds to assert that the implementation of the Standard of Secondary Specialized Educa
tion should be carried out in the form of scientific communication and the formation of scientifically centered
communicative competencies.
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