Neuropsychological Considerations of Communication Competence in Prospective Educators
DOI:
https://doi.org/10.18662/brain/14.3/464Keywords:
Communicative competence, chain associative experiment, concept-stimuli, word-associations, associative stimulus field, nuclear reactions of the associative stimulus field, professional cultureAbstract
The article presents a theoretical analysis of the psychological and psycholinguistic literature on the research problem, substantiates scientific provisions regarding the understanding of communicative competence by future teachers as an integral quality of the individual, which synthesizes the general culture of communication and its specific manifestations in further pedagogical activity. The results of the diagnosis of the peculiarities of the understanding of the concept of "communicative competence" by future teachers of preschool education institutions are described.
The purpose of the article is a psycholinguistic analysis of the understanding of the concept of "communicative competence" by future teachers of preschool education institutions by using this concept as a stimulus in a chain associative experiment.
The research uses theoretical methods (analysis, synthesis, generalization, theoretical modeling) and diagnostic methods (observation, survey, questionnaire, free associative experiment, which serves as a source of accumulation of empirical data regarding students' understanding of the concept of communicative competence at various levels of professional training).
The results not exhaust all possibilities of the research, however, the use of the concept of "communicative competence of the future educator" as a stimulus phrase in a chain associative experiment was determined, different reactions of the associative were recorded in students majoring in preschool education of different courses. It was established that for senior year students, the leading lever in understanding the concept of "communicative competence" is the motivational-value and reflexive-perceptive aspects, and for second-year students - the conceptual component. Such differences in the understanding of concepts are explained by the different amount of previous experience acquired by students in the process of professional training.
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