ЗМІСТ ПОНЯТТЯ «КУЛЬТУРА ПРОФЕСІЙНОГО СПІЛКУВАННЯ» МАЙБУТНІХ ІНЖЕНЕРІВ-ПЕДАГОГІВТРАНСПОРТНОЇ ГАЛУЗІ
The meaning of the concept «сulture of professional communication» of future engineers-teachers of transport industry
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The article is devoted to the study of the questions of the concept content of «culture of professional communication». The description of the concept «communication» offered by the different scientists is given. The related concepts «culture», «culture of speech», «communicative culture», «culture of communication» are considered. The scientific positions of the authors in these concepts are analyzed.The structure of the concepts «culture», «culture of communication» and «communicative culture» by different specialists have been presented. There are three groups of the rules, which determine a communicative culture (the rules of communicative etiquette, the rule of concordance of communicative cooperation and the rules of self presentations). The structure of communicative culture that consists of the individually-personal, motivational-volitional, social-communicative, individually-communicative components is considered. Each component characterizes the definite side of communicative cooperation of the specialists. The basic requirements with the signs of the cultural broadcasting are determined. They are the following: formativeness, adequacy, aesthetic, multi-functionality. The essence of the concept «professional communication», «pedagogical professional communication» is considered. The specificity of the pedagogical communication, as the method of educational information transfer; cooperation of a teacher and student for their successful mastering; the pedagogical influence on the student’s personality in the process of getting the profession is shown. The essence and the components of the concepts «culture of professional communication» of the teacher-engineers of the transport industry are substantiated. The components of culture of professional communication of the teachers-engineers are given. They are the following: individually-personal (related to the personal qualities of a teacher), motivational (represents the formation of professional motivation, options, necessities, values of a teacher), social-psychological (characterizes the style of the teacher’s cooperation with the students in the learning process), individually-communicative (connected with the present communicative capabilities, the abilities and skills of communication, openness, pursuance to the mutual understanding), language (represents the language skills, its rightness, exactness, clarity, richness of the content), professional (represents knowledge of the engineer-pedagogical activity, professional terminology, an ability to apply the methods and receptions of studies for future specialists).
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