Теорія і практика формування комунікативної компетентності майбутніх учителів мистецьких спеціальностей на засадах інтермедіальної технології

Abstract

Розроблено й обґрунтовано концепцію та педагогічну систему формування комунікативної компетентності майбутніх учителів мистецьких спеціальностей на засадах інтермедіальної технології, яка охоплює концептуально-цільовий, технологічний, діагностично-результативний блоки та їхнє змістове наповнення. Обґрунтовано теоретико-методологічні засади інтермедіальної технології у вигляді трьох базових концептів: методологічного, теоретичного, технологічного як педагогічної системи (стратегії і тактики) інноваційного типу з позиції міждисциплінарного підходу. Визначено організаційно-педагогічні умови, форми, методи і засоби інтермедіальної комунікативної діяльності, які сприяють ефективному формуванню комунікативної компетентності майбутніх учителів мистецьких спеціальностей.

Разработана и обоснована концепция и педагогическая система формирования коммуникативной компетентности будущих учителей художественных специальностей на основе интермедиальной технологии, которая охватывает концептуально-целевой, технологический, диагностически-результативный блоки и их содержательное наполнение. Обоснованы теоретико-методологические основы интермедиальной технологии в виде трех базовых концептов: методологического, теоретического, технологическо как педагогической системы (стратегии и тактики) инновационного типа с позиции междисциплинарного подхода. Определены организационно-педагогические условия, формы, методы и средства интермедиальной коммуникативной деятельности, способствующие эффективному формированию коммуникативной компетентности будущих учителей художественных специальностей.

The problem of formation of communicative competence of future teachers of art on the basis of intermedial technology has been covered in the dissertation. From the view of an interdisciplinary approach, the theoretical and methodological provisions of this technology as a pedagogical system of innovative type have been revealed. Intermediality has been seen as a special form of interaction of the subjects of art communication, semiotic codes of sign systems and communicative channels (media). Interdisciplinary discourse has been expressed by extrapolation of the concept of “intermediality” from the field of comparative studies (comparative literature) into the field of artistic pedagogy, in particular, an art-integrative educational environment in which communication plays a key role. The content and structure of communicative competence of future teachers of art has been developed. The following components of communicative competence have been singled out: valuable-motivational, information-content, algorithmic-active, artistic-creative. It has been developed and substantiated the concept of formation of communicative competence of future teachers of artistic specialties, which concentrates the principles of intermediate technology in the form of three basic concepts: methodological (expresses the relationship and interaction of different approaches: dialectical, hermeneutic, synergetic, systemic, competence, culturological, semiotic, integrative, intermedial), theoretical (identifies a set of basic concepts and categories, definitions and theories, without which it is impossible to understand the essence of the studied phenomenon, is based on the principles of pedagogical innovation, theory of dialogue of cultures, theoretical positions on the interaction of the subjects of artistic and communicative activity, essence of professional creative development of future teacher of art, etc.), technological (correlated with the pedagogical mastery (art) of educator (technology as an art – a doctrine of mastery), expresses the coherence of the process of formation of communicative competence of future teachers of artistic specialties, organization of intermedial communicative activity). The system of formation of communicative competence of future teachers of artistic specialties on the principles of intermedial technology that includes constructive components (conceptual-target, technological, diagnostic-resultative blocks and their content), levels of formation of communicative competence (low, medium, sufficient, high), organizational and pedagogical conditions, stages (preparatory, formative, evaluative, final), content, forms, methods and means of formation of communicative competence of future teachers of artistic specialties, has been substantiated. A new pedagogical technology – the intermedial – has been created as a separate functional component of the system, which provides the formation of the ability to communicate innovatively in future teachers of artistic specialties, and unfolds in an art-integrative educational environment with a help of various communicative channels. The technology is based on an innovative author’s theoretical and methodological approach – the intermedial, which contributes to the expansion of the communicative worldview of future teacher’s personality through the synchronization of communicative signals, coming from different media channels. It has been discovered the essence and investigated the specificity of phenomena of “art communication”, “media communication”, “intermedial technology”, “art-integrative environment” in the context of artistic education. It has been improved content and structure of communicative competence (its criteria, components and indicators have been defined) of future teachers of artistic specialties on the principles of intermedial technology; content, forms, methods and means of formation of communicative competence of future teachers of artistic specialties, taking into account the pedagogical potential of this technology. The definition of the concept of communicative competence of future teachers of artistic specialties in the system of professional pedagogical competence in accordance with the tendency of modernization of the educational field of “Art” has been further developed.