The article deals with the formation of communicative competencies of applicants for higher education in the context of distance learning from the perspective of neurosciences. The relevance of the article lies in the fact that for a successful, effective organization of distance learning, it is necessary to select the rational methods of teaching, aimed at enhancing the development of personality. The purpose of the article: to clarify the interpretation of the concepts: “competence”, “communicative competence”, “distance learning”, “neuroscience”, “neurolinguistics”, to investigate service platforms for online learning; to find effective teaching methods that contribute to the formation of communicative competence of university applicants. Methods of work - analysis of scientific and methodological literature, system analysis. Results: the use of active teaching methods has a great impact on the formation of communicative competence in higher education students. Service platforms that help teachers conduct online learning with students have been investigated. It was emphasized that videoconferencing and video meetings help to form communicative competence with students. In addition, it was noted that higher education should be implemented using a competency-based approach. Novelty in the work is a review of neurolinguistic programming as one of the effective methods of formation of communicative competence. Conclusion: the use of current pedagogical technologies in the university helps to implement new principles of individualization and differentiation, taking into account the psychological aspects of the person associated with his intellect and speech.
The article addresses to the modern ideas about pedagogical artistry, briefly discusses the methods of its implementation, lists the main components and highlights its functions and the role in the process of the professionalism formation of the future teacher. The role of the teacher has changed: the modern teacher is a leader not only of information but also of culture, a spiritual mentor. To cope with this task, he needs a developed mindset, the ability to empathize, to imitate, co-create and empathize. He must be able to maintain his creative form. In other words, a creative educator must master artistry. The purpose of the article is to consider the role of artistry in the professional qualities formation of a future teacher at the present stage of education development in Ukraine, as well as to consider and analyze the elements of “theater” pedagogy in the future teachers’ training. In the article the authors make conclusion that pedagogical artistry can be defined as the ability to organic existence and effective action in the pedagogical process. This ability is associated with the knowledge of the teacher and the development of his pedagogical thinking also with mastering the art of self-expression (ability to embody thought and experience in image, behavior, word), improvisation, ability to regulate mental state, constructing “scores of pedagogical communication”.
The article covers the issue of formation of rhetorical competence of higher education students: neuropsychological aspect. It is investigated that a university teacher must not only have a thorough knowledge of his subject, but also should have a high level of rhetorical competence. The meaning of the concepts: "competence", "rhetorical competence", "pedagogical rhetoric", "neurolinguistics" is clarified. The contribution of scientists who proposed a neurolinguistic approach in the study of speech disorders has been studied. A review of articles was made by domestic and foreign researchers on the formation of rhetorical competence of higher education seekers through the prism of the neuropsychological aspect. The components of rhetorical activity of students-psychologists are investigated. It is noted that educational training is a powerful tool for the formation of rhetorical competence of higher education students. Some aspects of training by psychologists are highlighted. It is emphasized that psychologists should have a good understanding of neurolinguistic programming. It has been studied that for successful speech behavior a teacher should use both verbal and nonverbal means of communication. It has been found that damage to the left hemisphere of the brain leads to aphasia. Apraxia has been found to be a disorder of the motor analyzer. It has been studied that children with dyslexia have phonological disorders. It has been proven that neurolinguistic knowledge helps teachers to choose strategies for teaching a foreign language to students. The essence of the suggestive technique is clarified. The requirements for a teacher who works on a suggestive method are considered. It is emphasized that the use of the suggestive method in teaching students helps the teacher to eliminate traumatic factors: fear, incommunicability, rigidity. It is proved that the suggestive method is connected with the formation of communicative competence in students.
The problem of formation of grammatical structure of language in pre-schoolers is fundamental for understanding development of children’s speech. A brief description of the process of speech formation in preschool children suggests that a turning point in the development of speech is isolation of morphological elements of words from the merged speech material and their synthesis in their own utterances. However, differences in the actual data of researchers prevent discovery of a conditional standard by which grammatical structure of language is formed in ontogenesis. We considered the stages of speech development of a preschool child from birth to seven years old. We have singled out some important scientific facts for our study concerning the child’s acquisition of morphology and word formation. Thus, acquisition of grammatical knowledge is based on visual representation. This is quite a difficult way for a child, in which one can identify several stages: focusing on the sound form of a word, establishing a common sound form that is similar in different words, combining this form with a certain element, a phenomenon of the reality, establishing a “hard” connection of the sound complex with a specific phenomenon, and, as a consequence, projection of this sound complex to all words to denote the phenomenon in general (“model - type”).
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