The authors raise the problem of the readiness of a modern teacher for expanding interaction and communication with children in a sociocultural educational environment. The essence of pedagogical communication is revealed in the context of a dialogical approach. The development of the teacher's relationship with children in the educational environment is viewed as a complex dialectical process and identifies a number of criteria for its study: the purpose, motive, content, ways, mediators and meanings of interaction, forms of organization. The authors study the main problem of dialogue (interpretation, mutual understanding) and characterize the language as a communication space, and speech as the main "tool" of mutual understanding. The concepts of promoting, co-creation, and socio-cultural experience are revealed in their interrelation from the standpoint of a dialogical approach. The paper substantiates the vector of the transition from promotion to co-creation, aimed at amplifying the child's social and cultural experience, taking into account age opportunities, individual characteristics and the educational request of the family. The paper includes the results of the questionnaire survey of 1230 teachers from six regions of the Russian Federation, who have different teaching experience. The authors make a significant conclusion that the basis for a modern teacher's preparedness for dialogue is the ability to model a sociocultural educational environment that flexibly combines the external and internal space of interpersonal communication.
The article discusses the problem of the need to use the enthusiasm of schoolchildren with gadgets to activate their need for reading, the formation of reading literacy among them. As a means of solving this problem, the integration of interdisciplinary programs for the development of universal educational actions “Reading. Work with text” and “Formation of ICT readiness of schoolchildren” is proposed. The universality of the proposed model and technologies is emphasized, which allows in the process of extracurricular activities to increase the level of universal reading educational actions of schoolchildren at the initial and main stages of general education.
The article reveals the possibilities of using information and communication technologies in order to develop the creative abilities of younger schoolchildren. Using the example of preparing an independent thematic message, it demonstrates how the interaction of the learner with the means of information and communication technologies should be organized in order to achieve the developmental effect of learning.
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