Functions of pedagogical communication

The concept of pedagogical communication

Definition 1
Pedagogical communication is professional communication carried out by a teacher with students (pupils) during the educational process and beyond.

The significance of pedagogical communication lies in the fact that it is aimed at creating a favorable psychological climate in the children's team, optimizing the pedagogical process, and establishing positive relationships between the teacher and children.

In its content, pedagogical communication is a multifaceted process of establishing and developing communication, interaction and mutual understanding between children and the teacher. The direction of this process depends on the purpose and content of joint activities.

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Functions of pedagogical communication.

The information function is to transmit through communication information of everyday, educational, methodological, search, scientific research and other nature. The implementation of this function contributes to the transformation of accumulated everyday experience, scientific knowledge, and ensures the process of familiarizing the individual with the material and spiritual values of society.

The educational function helps to introduce a growing person to the system of cultural and moral values that has developed in society, to a culture of communication with other people.

The function of people getting to know each other. Through communication and joint activities, the teacher and students get to know each other.

The function of organizing and servicing one or another subject activity: educational, production, scientific, cognitive and other. Intertwined with a specific type of activity, communication acts as a way of organizing it. Through communication, the teacher receives information about the effectiveness of organizing the cognitive and practical activities of students: how they understood the educational material.

The function of fulfilling the need for contact with another person.

Communication is a complex, multifaceted process of establishing and developing contacts between people, generated by the needs for joint activities; includes the exchange of information, the development of a unified strategy for interaction, perception and understanding of the partner.

Communication is the interaction of subjects carried out by sign means, caused by the needs of joint activity and aimed at a significant change in the state, behavior and personal and semantic formations of the partner.

Communication is one of the main psychological categories. A person becomes a person as a result of interaction and communication with other people.

In its most general form, communication acts as a form of life activity. Its social meaning lies in the fact that it acts as a means of transmitting forms of culture and social experience.

The specificity of communication is determined by the fact that in its process the subjective world of one person is revealed to another. In communication, a person self-determines and presents himself, revealing his individual characteristics. Communication is multifunctional, which is reflected in the many existing classifications of its functions.

Sides of communication. In the most general classifications, three sides of communication are distinguished: communicative, interactive, perceptual.

The communicative side of communication is associated with identifying the specifics of the information process between people as active subjects: taking into account the relationships between partners, their attitudes, goals and intentions. All this leads not just to the movement of information, but to the clarification and enrichment of knowledge, information and opinions that people exchange.

An important characteristic of the communicative process is the intention of its participants to influence each other, to influence the behavior of the other, to ensure their ideal representation in the other (personalization); the necessary conditions for this are not just the use of a common language, but also the same understanding of the communication situation.

The interactive side of communication is expressed in the interaction of partners when organizing and performing joint activities. This side is not limited only to the form of communication, the external picture of interaction - the motives, goals of communication of each party, and their interaction also matter.

The perceptual side of communication includes the process of forming an image of another person, which is achieved by “reading” the partner’s physical characteristics of his psychological properties and behavioral characteristics. The main mechanisms of knowing another person are identification and reflection.

Types of communication.

Among the types of communication one can also distinguish business

and
personal, instrumental
and
goal.
Business communication is usually included as a private moment in any joint productive activity of people and serves as a means of improving the quality of this activity. Its content is what people are doing, and not the problems that affect their inner world.

Personal communication is focused mainly around psychological problems of an internal nature, those interests and needs that deeply and intimately affect a person’s personality: the search for the meaning of life, the resolution of any internal conflict, etc.

Instrumental communication is communication that is not an end in itself, is not stimulated by an independent need, but pursues some other goal other than satisfaction from the act of communication itself.

Targeted communication is communication that itself serves as a means of satisfying a specific need for communication.

The most important types of communication among people are verbal

and
non-verbal.
Verbal communication is inherent only to humans and presupposes language acquisition as a prerequisite.

Nonverbal communication does not involve the use of audible speech or natural language as a means of communication. Nonverbal is communication through facial expressions, gestures and pantomime, through direct sensory or bodily contact.

Communication functions

Information and communication – covering the processes of receiving and transmitting information.

Regulatory-communicative - associated with mutual adjustment of actions in the implementation of joint activities.

Affective-communicative - related to the emotional sphere of a person and meeting the needs for changing one’s emotional state.

The main means of communication in human society is speech.

Speech is a form of communication that has developed historically in the course of the material transformative activities of people, mediated by language.

Human speech activity is closely connected with all aspects of human consciousness.

Speech is a powerful factor in a person’s mental development, his formation as a personality. Under the influence of speech, consciousness and self-awareness, views and beliefs, intellectual, moral and aesthetic feelings are formed, will and character are formed. All mental processes with the help of speech become voluntary and controllable.

Attention as a psychological process. Types and properties of attention. Attention management in the educational process.

General characteristics of attention

Attention is the direction and concentration of consciousness, which involves an increase in the level of sensory, intellectual or motor activity of the individual.

Thanks to attention, a person selects the necessary information, ensures the selectivity of various programs of his activity, and maintains proper control over his behavior.

Basic functions of attention

Activation of necessary and inhibition of currently unnecessary psychological and physiological processes.
Promoting the organized and targeted selection of information entering the body in accordance with its current needs.
Ensuring selective and long-term concentration of mental activity on the same object or type of activity.

Attention accompanies any activity as a component of various mental (perception, memory, thinking) and motor processes. Unlike cognitive processes (perception, memory, thinking, etc.), attention does not have its own special content; it appears as if within these processes and is inseparable from them. Attention, on the one hand, is a complex cognitive process, on the other, a mental state, as a result of which activity improves. Attention is generated by activity and accompanies it; behind it there are always interests, attitudes, needs, and personality orientation.

Types of attention

There are several different classifications of attention. Classification based on arbitrariness is the most traditional.

Involuntary attention does not require effort; it is attracted either by a strong, new or interesting stimulus. The main function of involuntary attention is to quickly and correctly orientate in constantly changing environmental conditions, to highlight those objects that may currently have the greatest life or personal significance.

In the scientific literature you can find different synonyms to denote involuntary attention. Some studies call it passive, thereby emphasizing the dependence of involuntary attention on the object that attracted it, and emphasizing the lack of effort on the part of the person to focus. In others, involuntary attention is called emotional, thereby noting the connection between the object of attention and emotions, interests and needs. In this case, just like in the first, there are no volitional efforts aimed at concentration: the object of attention is highlighted due to its correspondence to the reasons that motivate a person to activity.

Voluntary attention is unique to humans and is characterized by an active, purposeful concentration of consciousness associated with volitional efforts. Synonyms for the word voluntary (attention) are the words active and volitional. All three terms emphasize the active position of the individual when focusing attention on an object. Voluntary attention arises in cases when a person in his activity sets himself a certain goal, task and consciously develops a program of action. The main function of voluntary attention is the active regulation of mental processes.

. This type of attention is closely related to the will; it requires volitional effort, which is experienced as tension, mobilization of forces to solve the task. It is thanks to the presence of voluntary attention that a person is able to actively, selectively “extract” the information he needs from memory, highlight the main, essential things, make the right decisions, and implement plans that arise in activity.

Post-voluntary attention is revealed in cases where a person, having forgotten about everything, plunges headlong into work. This type of attention is characterized by a combination of volitional orientation with favorable external and internal conditions of activity. Unlike involuntary attention, postvoluntary attention is associated with conscious goals and is supported by conscious interests. The difference between post-voluntary attention and voluntary attention is the absence of volitional effort.

Properties of attention

Attention is characterized by such properties as volume, switching, distribution, concentration, stability and selectivity.

The volume of attention is measured by the number of objects (elements) perceived simultaneously. It has been established that when perceiving many simple objects within 1–1.5 s, the attention span of an adult is on average 7–9 elements. The amount of attention depends on a person’s professional activity, his experience, and mental development. The amount of attention increases significantly if objects are grouped and systematized. There is a pattern - the greater the intensity (power) of attention, the less the volume and vice versa.

Switching attention is manifested in the subject's deliberate transition from one activity to another, from one object to another. In general, switching attention means the ability to quickly navigate a complex, changing environment. This property of attention largely depends on the individual characteristics of a person’s higher nervous activity - the balance and mobility of nervous processes. Depending on the type of higher nervous activity, the attention of some people is more mobile, while others are less mobile. The ease of switching attention also depends on the relationship between previous and subsequent activities and the subject’s attitude towards each of them. The more interesting this activity is for a person, the easier it is for him to switch to it. Switching can be determined by a program of conscious behavior, activity requirements, the need to be included in a new activity in accordance with changing conditions, or carried out for recreational purposes.

Distribution of attention is, firstly, the ability to maintain a sufficient level of concentration for as long as is appropriate for a given activity; secondly, the ability to resist distracting circumstances and random interference in work. The distribution of attention largely depends on a person’s experience, knowledge and skills.

Sustainability of attention –

This is the ability to delay perception for a long time on certain objects of the surrounding reality. It is known that attention is subject to periodic involuntary fluctuations that occur when a person is engaged in any activity for a long time. Experimental studies have shown that under these conditions, involuntary distraction of attention from the object occurs after 15–20 minutes. The simplest way to maintain stability of attention is volitional effort, but its effect will continue until the mental capabilities are exhausted, after which a state of fatigue will inevitably appear. If the work is monotonous and involves significant psychophysiological overload, fatigue can be prevented by short breaks in work. The stability of attention can be extended for a certain time if you try to find (reveal) new aspects and connections in a particular subject, and look at the subject from a different angle.

Selectivity of attention is the ability to focus on the most important objects.

Concentration of attention is manifested in the differences that exist in the degree of concentration of attention on some objects and its distraction from others. Focus is sometimes called concentration, and the two concepts are considered synonymous. However, concentrating attention on one object leads to a positive result only if the subject is able to timely and consistently switch it to other objects. Therefore, such properties of attention as concentration, distribution and volume are closely related to each other.

Distractibility —

This is an involuntary movement of attention from one object to another.

Distractibility occurs when extraneous stimuli act on a person who is engaged in some activity at that moment. It is necessary to distinguish between external and internal distractibility of attention. External distractibility occurs under the influence of external stimuli. Internal distractibility of attention occurs under the influence of strong experiences, extraneous emotions, due to a lack of interest in the business that a person is currently engaged in.

Attention is the direction and concentration of consciousness, which implies an increase in the level of sensory, intellectual or motor activity of the individual.

Thanks to attention, a person selects the necessary information, ensures selectivity of various programs of his activities, and maintains control over his behavior. Attention accompanies any activity as a component of various mental (perception, memory, thinking) and motor processes. Behind attention there are always interests, desires, attitudes, needs.

Types of attention – involuntary, voluntary, post-voluntary.

Involuntary - does not require effort, it is attracted either by a strong, or new, or interesting stimulus.

Voluntary is characteristic only of man and is characterized by an active, purposeful concentration of consciousness associated with volitional efforts. Voluntary attention occurs when a person sets a specific goal, task and consciously develops a program of action. It is thanks to the production. With attention, a person is able to actively extract from memory the information he needs, to highlight the main, essential.

Post-voluntary attention is found in cases when a person, having forgotten about everything, plunges headlong into work. It is characterized by a combination of strong-willed orientation with favorable external and internal conditions of activity.

Properties of attention - volume (determined by the number of simultaneously clearly perceived objects), switching (the ability to quickly move from one object to another), distribution (the ability to simultaneously successfully perform several different types of activities ), concentration (expressed in the degree of concentration on an object), stability ( duration of concentration of attention on an object), selectivity ( associated with the ability to successfully tune in to the perception of information related to a conscious goal).

Significant progress has been observed in the field of memorizing verbal and abstract material, the ability to organize mental work to memorize certain material, and the ability to use special methods of memorization

Components of pedagogical communication

Pedagogical communication consists of the following components.

Cognitive component – provides:

the teacher’s knowledge of general patterns, structure and features of communication;
knowledge of methods for studying interpersonal relationships and psychological and pedagogical requirements for the organization of pedagogical communication.

Regulatory component – represented by:

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the ability to convey information and facts through communication methods and techniques;
the ability to organize effective relationships in a children's team, as well as in the process of joint activities with children;
the ability to understand and correctly assess the emotional state of a child in the process of communication;
the ability to pedagogically correctly and correctly influence a communication partner.

The affective component is an emotional state that is characterized by the relationships and experiences that arise between communication partners.

The spiritual component represents the totality of the intellectual abilities and spiritual state of the participants in communication. This component includes the spiritual understanding of the interlocutor, the manifestation of a sense of tact, the ability to support and, if necessary, give advice.