Формування готовності майбутніх інженерів-судномеханіків до міжкультурної комунікації

Abstract

Дослідження присвячено проблемі підготовки майбутніх інженерів- судномеханіків до міжкультурної комунікації. Проаналізовано сучасний стан проблеми в наукових джерелах, уточнено основні дефініції дослідження. Конкретизовано структуру, критерії та показники рівнів сформованості готовності майбутніх інженерів-судномеханіків до міжкультурної комунікації. Розроблено, теоретично обґрунтовано й експериментально перевірено модель технології формування готовності майбутніх інженерів-судномеханіків до міжкультурної комунікації та педагогічні умови її реалізації. Доведено ефективність представленої у дослідженні технології, якісний і кількісний аналіз діагностичної інформації підтвердив позитивну динаміку формування готовності майбутніх інженерів-судномеханіків до міжкультурної комунікації.

Исследование посвящено проблеме подготовки будущих инженеров- судомехаников к межкультурной коммуникации. Проанализировано современное состояние проблемы в научных источниках, уточнены основные дефиниции исследования. Конкретизированы структура, критерии и показатели уровней сформированности готовности будущих инженеров-судомехаников к межкультурной коммуникации. Разработаны, теоретически обоснованы и экспериментально проверены модель технологии формирования готовности будущих инженеров-судомехаников к межкультурной коммуникации и педагогические условия ее реализации. Доказана эффективность представленной в исследовании технологии, качественный и количественный анализ диагностической информации подтвердил положительную динамику формирования готовности будущих инженеров-судомехаников к межкультурной коммуникации.

The dissertation is devoted to the problem of future marine engineers’ training to intercultural communication. The technology of formation of future marine engineers’ readiness to intercultural communication has been examined. The technology is implemented in the model, which combines dynamically and harmoniously interconnected structural blocks: the conceptual and purpose-based block (purpose, tasks, regulatory and legal framework, principles, approaches); the organization and content-based block (content and directions of formation of future marine engineers’ readiness to intercultural communication: classroom work (using elements of blended learning), extra-curricular work and self-education); the forming and activity-based block (forms, methods, training tools, stages of future marine engineers’ training to intercultural communication (the organization and purpose-based stage, the reproductive and practical-based stage, the creative and practical-based stage)); the control and diagnostic-based block (criteria, indicators and readiness levels (low, medium and high)); result. A set of pedagogical conditions has been substantiated; they provide the implementation of technology (the orientation of classroom work, extra- curricular work (using elements of blended learning) and self-education to develop the skills and qualities required for effective intercultural communication; the development and implementation of educational and methodical support for future marine engineers’ preparation to intercultural communication; the formation of future marine engineers’ permanent motivation and subject-to-subject interaction during the classroom work, extra-curricular work and self-education; expanding educational area of future professionals (from personal to global). The structure and main constituent elements of intercultural communication have been characterized: subjects of communication; interacting cultures; processes of encoding, decoding and interpreting information; the nature of the interaction, the context, the conditions; key qualities and skills of communicants. The criteria (the motivational and value-based criterion, the cognitive criterion, the communicative and activity-based criterion), indicators and readiness levels (low, medium, high) have been specified. The essence of the concepts of «intercultural communication», «readiness to intercultural communication», «the technology of formation of future marine engineers’ readiness to intercultural communication» has been specified. The analysis of philosophical, culturological, psychological and pedagogical literature made it possible to conclude that intercultural communication is the main tool of human social integration into a multicultural space, the universal tool for adequate communication and equal productive interaction among representatives of various linguistic and cultural communities, taking into account their identity and originality, the method of establishing contacts, achieving mutual understanding, peace and progress. «Future marine engineers’ readiness to intercultural communication» has been defined as an integrated quality of the individual that covers the relevant knowledge, skills, abilities, qualities and values, positive motivation and readiness to intercultural interaction, which taken together provide a full and effective implementation of professional duties through productive communication among crew team members, built on the basis of subject-to-subject interaction, cooperation, tolerance, empathy, mobility of behaviour, absence of ethnocentrism, openness, readiness for dialogue, abilities to perceive and understand other cultural positions and values. The technology of formation of future marine engineers’ readiness to intercultural communication has been identified as a way of organizing the educational process aimed at optimal achievement of the goal (formation of qualities, skills, abilities of intercultural communication) that encompasses lecturers and students, as well as a set of mutually agreed forms, methods, training tools of learning and upbringing for integrated professional and language, cultural and language and intercultural training. The practical aim of the study is to develop a training process for preparing future marine engineers to intercultural communication (program of the special course «Intercultural communication in the professional activities of specialists in the maritime industry», a teaching manual «Foreign language as a means of professional intercultural communication»). Developed teaching and learning resources can be used in the educational process of marine and technical establishments for the improvement of curricula and programs, in particular, such subjects as «English», «English for specific purposes», «Business English», preparation of educational literature for students.