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СТРУКТУРНО-ЗМІСТОВІ СКЛАДНИКИ РИТОРИЧНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ ФАХІВЦІВ СОЦІОНОМІЧНОЇ СФЕРИ

100%
Корчова О.
Педагогічні науки: теорія, історія, інноваційні технології
|
2015
|
issue 6(50)
196-205
EN
The current article emphasizes the importance of differentiating and analyzing the structural-semantic components of rhetorical competence of the future specialists in the socionomic sphere. Based on the following principles as humanistic (anthropocentrism of rhetorical activity of the socionomists as the significant component of his/her professional competence), culturological (rhetorical activity as means of cultural development as well as social cultural potential formation of a personality with the realization of the common human values), technological (communicants interaction as the practical realization of the rhetorical norms and technologies), personal-centred (rhetorical component in the professional work as the basis of the psychological and educational support) methodological approaches to the study of rhetorical education in general and systematic approach, critical analysis of the psychological and pedagogical works connected with the investigated subject, conceptual analysis in particular, was proved the necessity to differentiate the motivational (understanding of rhetorical competence as the personal and social phenomenon, was formed motivation for rhetorical activity, realization of the necessity of rhetorical competence self-improvement, understanding of the cosionomist’s rhetorical ideal), cognitive (knowledge of language and speech as well as principles of the language communication, understanding of the rhetorical categories, terms, methods and techniques), operational and technological (language-speech accuracy, mastering the norms of the modern literary Ukrainian language on all levels, speech communicative characteristics awareness, rhetorical text formation), ethical (moral norms, speech etiquette, kinesics, proxemics and attributes of the etiquette), social and activity-based (realization of rhetorical knowledge, skills and abilities in the professional field) components in the structure of the investigated notion. The interaction between the structural components of the rhetorical competence, that enables the development of a pedagogical model for formation of rhetorical competence of the socionomists, which realization can influence the whole structural complex at the same time, was emphasized. Further research will be directed at creating a pedagogical model for the formation of the rhetorical competence of future social teachers, social workers, practical psychologists, with which the formation of one component would influence the entire structural complex of rhetorical competence of the socionomist.
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