The main task of the secondary general education system is to prepare schoolchildren for life in society, providing them with the necessary knowledge and communication skills. Based on this, teachers and parents need to consider the formation of the communicative competence of schoolchildren as the basis for successful social activity of the individual.

Definition of communicative competence

What is this term? Communicative competence is a combination of the skills of successful communication and interaction of one person with others. These skills include verbal literacy, oratory skills, and the ability to connect with different types of people. Also, communicative competence is the possession of certain knowledge and skills.

The list of necessary components for successful communication depends on the situation. For example, interaction with others in a formal setting is a set of stricter rules for the exchange of information than conversation in an informal setting. Therefore, communicative competence is divided into formalized and non-formalized. Each of them has its own system of requirements and includes a number of components. Without them, the formation of communicative competence is impossible. These include a rich vocabulary, competent oral and written speech, knowledge and application of ethics, communication strategies, the ability to establish contact with different types of people and analyze their behavior. Also, these components include the ability to resolve conflicts, listen to the interlocutor and show interest in him, self-confidence and even acting skills.

Foreign language communicative competence as a key to success in the context of globalization

In our age of globalization, knowledge of foreign languages ​​plays an important role in professional and personal growth. Foreign language communicative competence includes not only the use of the basic lexicon, but also the knowledge of colloquial, professional words and expressions, an understanding of the culture, laws and behavior of other peoples. This is especially true in modern Russian society, which has become more mobile and has international contacts at all levels. In addition, foreign languages ​​are able to develop thinking, raise both the educational and cultural level of students. It should be noted that the most favorable period for teaching children foreign languages ​​is the age from 4 to 10 years. Older students have a harder time learning new words and grammar.

Foreign language communicative competence is in demand in many areas of professional activity. Therefore, the study of foreign languages ​​and the culture of other peoples is given special attention in educational institutions.

School is a starting place for the development of communicative competence

Secondary education is the foundation through which a person receives the necessary knowledge about life in society. From the first days, schoolchildren are taught according to a certain system, so that the communicative competencies of students allow them to interact with other members of society and be successful in any social environment.

Children are shown how to write letters, fill out questionnaires, express their thoughts orally and in writing. They learn to discuss, listen, answer questions and analyze various texts in their native, state and foreign languages.

The development of communicative competence allows students to feel more confident. After all, communication is the basis of interaction between people. Therefore, the formation of communicative competence is a paramount task in the field of education.

It should be noted that primary education forms the personal qualities of students. Therefore, the first years of schooling should be especially productive. Even in the primary grades, students should become interested in subjects, become disciplined, learn to listen to teachers, elders, peers and be able to express their thoughts.

Bilateral work with difficult students to improve their communication

Schools often face difficult children. Not all students are exemplary. If one part of the schoolchildren is able to behave in a disciplined manner, then the other part does not want to follow the generally accepted rules of ethics. Difficult students often behave provocatively, they can fight even during classes, they do not absorb information well, they are distinguished by lack of concentration and inability to clearly articulate their thoughts. This is largely due to the improper upbringing of their children by parents. In such cases, an individual approach to each student is necessary, as well as work with difficult students after general classes.

Many parents place the responsibility for their children's behavior on teachers. They believe that the communicative competence of a student in most cases depends on teachers and the atmosphere at school. However, parental upbringing has no less impact on the child than the time spent in an educational institution. Therefore, it is necessary to develop children's interest in academic subjects both at school and at home. Bilateral work with students will certainly bear fruit. It makes them more disciplined, educated and open to dialogue.

Creating conditions for the development of children at school and at home

The task of teachers and parents of primary school students is to create an environment for children in which they would like to learn, develop and act. It is important that the child enjoys new knowledge and opportunities.

An important role in elementary school is played by group classes, activities, games. They help students to adapt to society and feel part of the social environment. Such classes improve the communicative competence of younger students, make them more relaxed and sociable. However, the conditions in educational institutions do not always help students to open up. Therefore, parents should also think about extra-curricular activities for children in various sections, groups, where each child will be given special attention. Communication between elders and children is also important. It must be friendly. The child should be able to share impressions and stories, not be shy to express their feelings and thoughts, and also to find out from their parents what interesting things happened to them, or to ask questions, the answers to which he does not know.

Ethics of communication in the formation of communicative competence

One of the components for developing communication skills is ethics. It also includes communication etiquette. From childhood, a child must learn from adults what behavior is acceptable and how to communicate in a particular environment. In elementary school, students differ markedly from each other in manners. Of course, this is connected with the upbringing of children by parents. Hoping that schooling will change bad behavior, relatives keep making mistakes. They do not teach the main thing: the ethics of communication. At school, it is difficult for teachers to cope with ill-bred children, such students are noticeably behind in development from other schoolchildren. Consequently, such graduates will have difficulty adapting to adult life, because they do not know how to properly behave in society and build personal and professional ties.

The future of each person depends on communicative competence, because we all live in a social environment that dictates certain rules of behavior to us. From early childhood, you should think about the proper upbringing of your children if you want your child to be successful and have an active life position. Therefore, all components of communicative competence should be taken into account by parents, relatives, educators and teachers when teaching schoolchildren and spending time with them.

Ways to develop communicative competence

Communication skills must be constantly developed in an integrated manner. It is desirable that the child learn something new every day and replenish his vocabulary. To keep complex words in your memory, you can draw images that symbolize the new, or print ready-made pictures. Many people remember new things visually better. You also need to develop literacy. It is necessary to teach the child not only to write correctly, but also to express orally, analyze.

For the formation of the communicative competence of the student, it is necessary to instill in him a love of knowledge. A broad outlook, erudition only increase the vocabulary, form a clear beautiful speech, teach the child to think and analyze, which will make him more self-confident and collected. It will always be interesting for peers to communicate with such children, and they will be able to express out loud what they want to convey to others.

Communicative competence improves at times when schoolchildren take acting classes, participate in staging performances, concerts. In a creative atmosphere, children will be more relaxed and sociable than at a school desk.

The role of reading in the formation of communicative competence

Literature lessons at school are a good environment for developing communication skills. A special place is occupied by reading books. However, with increasing access to modern gadgets, schoolchildren spend a lot of time playing virtual games on phones, tablets and computers, instead of devoting time to doing useful things, reading. Virtual games have a negative impact on the child's psyche, making him socially unadapted, passive and even aggressive. Needless to say, children who spend time on gadgets do not want to learn, read and develop at all. In such conditions, the communicative competence of students does not develop. Therefore, parents should think about the negative impact of modern technology on the child and about more useful and developing activities for the student. It is worth trying to instill in students a love of reading, since it is books that enrich the lexicon with new words. Well-read children are more literate, collected, with a broad outlook and a good memory. In addition, classical literature confronts children with various images of heroes, and they begin to understand what good and evil are, learn that they will have to answer for their actions, and learn from the mistakes of others.

The ability to resolve conflicts as one of the components of social adaptation

The formation of the communicative competence of schoolchildren also includes the ability to resolve controversial issues, because in the future such moments are unlikely to bypass anyone, and for a successful dialogue, you need to be prepared for various turns. For this, classes in oratory and discussions, acting classes, knowledge of the psychology of various types of people, the ability to decipher and understand facial expressions and gestures are suitable.

External qualities are also important for creating the image of a strong person who is ready to resolve the conflict. Therefore, sports are highly desirable for every person, especially for males.

To resolve controversial issues, it is also necessary to be able to listen, to enter into the position of the opponent, to approach the problem reasonably. Do not forget in such cases about ethics and manners, especially in a formal setting. After all, many issues are solvable. The ability to remain calm and wise in conflict situations will help in most cases to win over opponents.

An integrated approach to the formation of communicative competence

As mentioned above, in order to adapt in society, it is necessary to have various communication skills and knowledge. For their formation, an integrated approach to students is needed, especially to younger students, since at their age a way of thinking begins to take shape and principles of behavior are formed.

The system for the development of communicative competence includes speech, language, socio-cultural, compensatory and educational-cognitive aspects, each of which consists of certain components. This knowledge of the language, grammar, style, enriched vocabulary, a broad outlook. It is also the ability to speak out and win an audience, the ability to respond, interact with others, good manners, tolerance, knowledge of ethics and much more.

An integrated approach should be applied not only within the walls of the school, but also at home, because the child spends a lot of time there. Both parents and teachers should understand the importance of mastering communication skills. Both personal and professional growth of a person depends on them.

Changes in the education system to improve student communication

It is worth noting that in recent years, training has undergone a number of changes and the approach to it has changed a lot. Much attention is paid to improving the communicative qualities of schoolchildren. After all, a student must graduate from secondary education already ready for adulthood, which means they must be able to interact with other people. It is for this reason that a new teaching system is being introduced.

Now the school is perceived as an educational institution for obtaining not only knowledge, but also understanding. And the focus is not on information, but on communication. The priority is the personal development of students. In particular, this applies to the educational system of primary school students, for whom a whole system for the formation of communicative competence has been developed. It includes personal, cognitive, communicative and regulatory actions aimed not only at improving the adaptation in the society of each student, but also at increasing the desire for knowledge. With this approach to learning, modern schoolchildren learn to be active, sociable, which makes them more adapted to society.

The role of students' interaction with others in building communication skills

The formation of communicative competence is impossible without the efforts of teachers, parents and the children themselves. And the basis for the development of skills for interacting with society is the personal experience of students communicating with other people. This means that every connection a child has with other people either makes him communicative and competent, or worsens his understanding of conversational style and behavior. This is where the student's environment plays an important role. His parents, relatives, friends, acquaintances, classmates, teachers - they all influence the development of the child's communicative competence. He, like a sponge, absorbs the words that he hears, the actions that take place in front of him. It is very important to explain to schoolchildren in time what is acceptable and what is unacceptable so that they do not have a false idea of ​​communicative competence. This requires the ability to convey information to students in an understandable, non-critical and not repulsive way. In this way, interaction with others will be a positive rather than a negative experience for the student.

The modern approach of the school in the formation of the communicative competence of students

The new education system helps students not only become diligent, but also feel part of society. It involves children in the learning process, it becomes interesting for them to learn and apply their skills in practice.

Increasingly, group developmental games, classes with psychologists, individual work with children, the introduction of new teaching methods, and the practical application of the experience of foreign educational institutions are being used in primary schools.

However, it is worth remembering that the formation of the communicative competence of students includes not only knowledge and skills. No less significant factors influencing behavior are the experience gained within the walls of the parental home and school, the values ​​and interests of the child himself. The formation of communicative competence requires the comprehensive development of children and the right approach to the upbringing and education of the younger generation.

Development of communicative competence of students

(from work experience)

Communicative competence, that is, the readiness and ability to communicate, is the most important quality that a person needs in all life situations. In recent years, employers have increased the requirements for the level of development of oral and written communication skills of graduates of schools and universities. In this regard, in the modern Russian school, there is a process of reorientation from direct

transfer of knowledge to teaching the ability of self-acquisition of knowledge by students.

One of the most important tasks of modern education is the development of communicative abilities of students, which manifest themselves:

In possession of the means of communication;

In the use of communication tools in activities, in building the process of communication;

In the analysis of their activities and the allocation of new means of effective communication.

Consider the concept of communicative competence.

Structure of Communicative Competence (Cambridge Materials):

1) Oral (discussion, discussion, presentation, report);

2) Written (reading and obtaining information, understanding and writing texts);

There are several levels of development of oral and written forms of communicative competence. We will consider only the first three levels, since further steps go beyond the possible requirements for a school graduate.

The first level of development of communicative competence involves the ability to receive information from the text in writing or orally, discussions about simple subjects, understand the interlocutor and express the situation adequately.

At the second level of development of communicative competence, a person is able not only to support a discussion on simple subjects adequate to its goals and situation, but also to prepare a speech; summarize the material read and create your own texts using different styles.

The first two levels are the foundation, i.e. it is understood that everything described in them is preserved at further steps.

The third level of development of communicative competence involves the understanding and active participation of a person in the discussion of complex subjects, the possession of competent expressive speech, the use of various techniques, and attracting the attention of the audience. This level is characterized by presentation skills, readiness and desire for introspection, the study of relationships between people.

The third level of development of communicative competence corresponds to the requirements of professional communication and is formed to a greater extent with

vocational training and self-development.

In the 21st century - the century of the information society - for schoolchildren, the textbook remains the basis for obtaining knowledge, despite modern media in which you also have to work with textual information.

Work on the formation of the ability and skills of independent reading of a mathematics textbook and understanding must be started from the lower grades and carried out in the system, complicating the methods and methods of reading and processing information from class to class. I single out three stages in which work with a textbook in mathematics lessons should be carried out:

a) work before reading the textbook;

b) work directly with the text of the textbook;

c) work after reading the text;

Consider stage I (work before reading the textbook).

This is work with the heading of a paragraph or chapter. At this stage, it is necessary to internally include each child in reading. A big plus in working with the textbook will be if it is not difficult for students to tell about what will be studied today by the title. This preliminary work should set the students up for further acquisition of knowledge, that is, it should serve as an internal motive and then help the students to highlight the main thing in the text. The main technique that a teacher can use at this stage of work is the "Bank of ideas (hypotheses)" technique, when students express their thoughts about what will be studied in the lesson today. The teacher writes statements on the board in order to check at the end of the lesson whether the hypotheses put forward are correct or not. This technique teaches to put forward hypotheses and determine whether they are confirmed or refuted, which is very important for the formation of communicative competence when working with literature.

Consider stage II (work with the text of the textbook).

For a better understanding of the read text, teachers use various information processing techniques: dialogue with the text, questions to the text, hypotheses and testing them, working with examples, drawing up a plan, etc. These techniques are complex, and often 11th grade students cannot highlight the main thing when reading a mathematical text. Sometimes, in my opinion, it is convenient to role-play while reading a paragraph. For example, the topic: “Ray. Angle (7 cells)". The first student is a segment, the second is a ray, the third is the author, and so on. "Characters" introduce everyone to "their" properties, play what is described in the text. After presenting the properties, the rest of the students can ask questions to the "geometric shapes".

The most important is the third stage: work after reading. For the formation of communicative competencies after reading, students must necessarily express their attitude, their opinion, their thoughts, give their characteristics, give their examples. The text of a mathematics textbook differs from the text of other textbooks in that it is saturated with formulations. To memorize the wording, you can use, for example, the game "Guess!". The class is divided into 2 teams: one begins to read any part of the rule from the textbook, and the second must quickly find the entire wording of the rule in the text of the textbook.

Practice shows that there are significant shortcomings in the homework of students. One of the effective and interesting forms of elimination of deficiencies, in my opinion, is the "advance" homework. The essence of "advancing" homework is as follows: with the help of a guidebook compiled by the teacher, students independently study new material and perform a practical task on this material.

The skills and abilities of working with a book are subsequently designed to help every child in successful self-education.

The development of the educational process at school shows that teaching methods are in demand that form competencies directly associated with practical activities. The leading place among such methods belongs to the project method, which is becoming increasingly popular due to the rational combination of theoretical knowledge and their practical application to solve specific problems.

The project method most clearly develops communication skills: students effectively use the means of communication in activities, in building a communication process. It's not just high school students who work on projects. So, the motive for working on a project for my fifth graders was the question: “How old is our city?”

The class was divided into groups. Some students collected materials about the history of the city of Simbirsk-Ulyanovsk, others directly about the history of the New City, where our school is located. Still others helped in the preparation of tasks, prepared illustrative material. And it was left for me to make brief comments linking the historical material with the mathematical one.

Where does the Motherland begin?

From the picture in your primer

With good and faithful comrades,

Living in a neighboring yard.

Maybe it starts

From the spring singing of the starling,

And from this country road,

To which there is no end in sight.

Guys, you have heard these words many times. Every creature, plant has a place on earth where they were born. So man has his roots. Ulyanovsk is our native city. The topic of today's lesson is "Addition and subtraction of ordinary fractions", and it is dedicated to the anniversary of our city. This is how the lesson begins.

In this lesson, the guys learned a lot about Stepan Razin, who was defeated near Simbirsk; about Karbyshev Dmitry Mikhailovich, who refused to go to the service of the Nazis and was frozen under jets of water in the February frost. The street where our school is located bears his name. The student came up with a problem, as a result of the solution, the children learned the carrying capacity of the Ruslan aircraft, on which a world record was set for the delivery of cargo weighing 171t 219 kg.

The result of the project activity was the following: 4 essays, a portfolio folder with author's tasks, drawings - a visual aid for the future generation of students.

The lesson was held at the school as part of a city seminar on the topic "Problems and main ways of introducing modern technologies, individual forms and methods of teaching into the educational process."

Our school annually holds a scientific and practical conference, where students make presentations of individual or group projects. A student of the 11th grade was awarded a diploma for participating in the competition of schoolchildren's projects on the history of cryptography, which was held by the Academy of the Federal Security Service of the Russian Federation. The project was completed under my leadership using information technology.

The advantage of the project method in comparison with others is obvious: each student is involved in an active creative process of obtaining new knowledge, independently performs the type of work that he himself has chosen, participates in joint work, in the process of communication, communication increases motivation to study the subject, acquires research skills . Designers develop various competencies, especially communication skills, which include the following:

ability to communicate;

the ability to lead a discussion;

the ability to defend one's point of view;

speech skills.

The school should not only recreate the intellectual potential of the country, but also provide the conditions for the formation of a free, critically thinking personality, able to find his place in life. One of the effective ways to form communicative competencies in mathematics lessons is the development of students' logical thinking. The main task that is set for each student is not just to pass the program, but to learn to think. Logical thinking is not only an important condition for the educational success of a student, but also the basis for the formation of his motivated activity, the ability to solve problems that arise in real life, and the ability to evaluate his activities. Signs that characterize thinking: flexibility, independence, criticality, rationality. Consider a problem that satisfies the specified requirements: to prove that the medians drawn to the sides of an isosceles triangle are equal. In the 7th grade we solve this problem in six ways, in the 9th grade three more ways are added. When solving problems in only one way, the only goal in students is to find the correct answer. If it is required to apply several methods, then they try to find the most original, beautiful, economical solution. All this activates educational activity, develops logical thinking, thereby the communicative competence of students. In my opinion, it is more useful to solve one problem in several ways than to solve several problems of the same type in one way.

Most often, students are interested in tasks of practical content. In order to open the doors to the world of mathematics for my students as easily as possible, starting from the fifth grade, I teach children to compose problems. It is in this situation that I take the first step towards the goal by proposing to solve the problem that is drawn on the poster.

My goals for students are:

1) Make a condition of the problem.

2) Select the question of the task.

3) Suggest a solution.

After developing the skills of working according to the algorithm, students receive the first creative task: write the condition of the problem, solve and draw it.

A lesson of one task, a game, an excursion, a journey, a competition, KVN - these are the forms of lessons that contribute to the interest of children, awakening interest in the subject, deeper penetration into the secrets of the "Queen of Sciences", form key competencies, in particular communication ones. In the lower grades, it is effective to conduct travel games, which, from my point of view, are very effective in the lessons of repetition and systematization of knowledge, control. Children develop cooperation skills, develop individual qualities, it becomes possible to express themselves in the system of interpersonal relations: personality-personality, personality-team, personality-teacher.

Or such an example. There is a lesson. Within 10 minutes, the guys solve an example with algebraic transformations. The work is monotonous and not easy for everyone. A short pause, the board opens. Testimony on the board.

Brown: I didn't do it. Jones didn't do it."

Smith: "I didn't do it. Brown did it."

Jones: "Brown didn't do it. Smith did it."

The case of Brown, Jones and Smith is under investigation. One of them committed a crime. During the investigation, each of them made two statements. It was further established that one of them lied twice, the other told the truth twice, and the third time he lied, once he told the truth. Who committed the crime? (Brown).

It will take no more than 3-5 minutes to solve this problem. It doesn't have to be decided by everyone. Another thing is important - to show the children the productivity of the elimination method, and most of all - to defuse the situation in the class. We can say that the guys will forget about solving an example with algebraic transformations, which took 10 minutes, by the end of the day and will never remember it, but this logical task will remain in their memory for many years and, it is possible, will help to figure it out one day in a difficult environment. The only problem is that there is not enough study time even to study the program material. Of course, if this problem is removed, puzzles, charades, cryptograms will also come to the lessons, and it will not surprise anyone if the teacher suddenly unfolds a labyrinth in front of the children and offers them help to get out of the impasse. Finding exits from labyrinths is an interesting and not very difficult business, and therefore it is more useful to make labyrinths yourself.

Sometimes, as homework, I suggest that the children come up with mathematical fairy tales. Of course, not everyone succeeds the first time. A fairy tale allows you to break into a lesson of humor, fantasy, fiction, creativity, arouses joy and interest in a child, and develops communicative competencies. Usually, for fifth-graders, the main characters in fairy tales are mathematical figures, concepts, but for older children, a fairy tale is a real research work.

I will give an example of a fairy tale composed by an eighth grader.

“None of you know where they live and what numbers, geometric figures do when textbooks are closed. And they live in a fantastic state called Dwarf. The inhabitants of this country are dwarf figures, giant figures and geometric figures. These are very mobile, funny and mischievous creatures. They are not without adventure. So, one day, after a long day at work, Nulik did not return home.

Little, mischievous Nulik. Imagine how his mother Eight was alarmed. One schoolboy was to blame: he forgot about Nulik when he divided 1836 by 18, and Nulik got lost.

Time has passed. Nulik grew older and went on a long voyage as a cabin boy across the mathematical seas on the frigate of Captain Unity. The crew of the frigate, surfing the mathematical seas and oceans, sailed along the coast of Exact Proofs, visited the island of Krug. Once, when the frigate sailed past a small square island, the navigator Ygrek told the travelers an interesting legend.

Once upon a time, a father-triangle and his three daughters-vertices A, B and C lived on this island. And dad-triangle answers her: “Please take a walk, only so that my area does not change. I don’t want, my daughter, to reduce my area, I don’t want to increase it either. Let also my other two vertices remain in place. That's my condition."

Peak B thought for a long time: how can she walk? Is it possible to walk at all? And finally, I figured it out. Then she walked for a long, long time.

Attention! Question: “Tell me, kind people, how did she walk?”

In our time, the well-known idea that the student is not a vessel to be filled, but a torch to be lit, has won wide recognition. And if in practice we often encounter the fact that the torches are barely smoldering, and the vessels are stubbornly filled, then this is not at all due to disagreement with this wonderful idea. I believe that in order to teach children to think, discover, invent, i.e. in order to form key competencies, in particular communicative ones, the teacher must invent, discover and invent a lot himself.

There are no miracles in pedagogy. It's great when the kids are waiting for the lesson. Let our children be lucky, and we, the teachers, be lucky. May the school year be happy and kind.

Mathematics teacher MBOU secondary school No. 72

with in-depth study

individual items

The main task of the secondary general education system is to prepare schoolchildren for life in society, providing them with the necessary knowledge and communication skills. Based on this, teachers and parents need to consider the formation of the communicative competence of schoolchildren as the basis for successful social activity of the individual.

Definition of communicative competence

What is this term? Communicative competence is a combination of the skills of successful communication and interaction of one person with others. These skills include verbal literacy, oratory skills, and the ability to connect with different types of people. Also, communicative competence is the possession of certain knowledge and skills.

The list of necessary components for successful communication depends on the situation. For example, interaction with others in a formal setting is a set of stricter rules for the exchange of information than conversation in an informal setting. Therefore, communicative competence is divided into formalized and non-formalized. Each of them has its own system of requirements and includes a number of components. Without them, the formation of communicative competence is impossible. These include a rich vocabulary, competent oral and written speech, knowledge and application of ethics, communication strategies, the ability to establish contact with different types of people and analyze their behavior. Also, these components include the ability to resolve conflicts, listen to the interlocutor and show interest in him, self-confidence and even acting skills.

Foreign language communicative competence as a key to success in the context of globalization

In our age of globalization, knowledge of foreign languages ​​plays an important role in professional and personal growth. Foreign language communicative competence includes not only the use of the basic lexicon, but also the knowledge of colloquial, professional words and expressions, an understanding of the culture, laws and behavior of other peoples. This is especially true in modern Russian society, which has become more mobile and has international contacts at all levels. In addition, foreign languages ​​are able to develop thinking, raise both the educational and cultural level of students. It should be noted that the most favorable period for teaching children foreign languages ​​is the age from 4 to 10 years. Older students have a harder time learning new words and grammar.

Foreign language communicative competence is in demand in many areas of professional activity. Therefore, the study of foreign languages ​​and the culture of other peoples is given special attention in educational institutions.

School is a starting place for the development of communicative competence

Secondary education is the foundation through which a person receives the necessary knowledge about life in society. From the first days, schoolchildren are taught according to a certain system, so that the communicative competencies of students allow them to interact with other members of society and be successful in any social environment.

Children are shown how to write letters, fill out questionnaires, express their thoughts orally and in writing. They learn to discuss, listen, answer questions and analyze various texts in their native, state and foreign languages.

The development of communicative competence allows students to feel more confident. After all, communication is the basis of interaction between people. Therefore, the formation of communicative competence is a paramount task in the field of education.

It should be noted that primary education forms the personal qualities of students. Therefore, the first years of schooling should be especially productive. Even in the primary grades, students should become interested in subjects, become disciplined, learn to listen to teachers, elders, peers and be able to express their thoughts.

Bilateral work with difficult students to improve their communication

Schools often face difficult children. Not all students are exemplary. If one part of the schoolchildren is able to behave in a disciplined manner, then the other part does not want to follow the generally accepted rules of ethics. Difficult students often behave provocatively, they can fight even during classes, they do not absorb information well, they are distinguished by lack of concentration and inability to clearly articulate their thoughts. This is largely due to the improper upbringing of their children by parents. In such cases, an individual approach to each student is necessary, as well as work with difficult students after general classes.

Many parents place the responsibility for their children's behavior on teachers. They believe that the communicative competence of a student in most cases depends on teachers and the atmosphere at school. However, parental upbringing has no less impact on the child than the time spent in an educational institution. Therefore, it is necessary to develop children's interest in academic subjects both at school and at home. Bilateral work with students will certainly bear fruit. It makes them more disciplined, educated and open to dialogue.

Creating conditions for the development of children at school and at home

The task of teachers and parents of primary school students is to create an environment for children in which they would like to learn, develop and act. It is important that the child enjoys new knowledge and opportunities.

An important role in elementary school is played by group classes, activities, games. They help students to adapt to society and feel part of the social environment. Such classes improve the communicative competence of younger students, make them more relaxed and sociable. However, the conditions in educational institutions do not always help students to open up. Therefore, parents should also think about extra-curricular activities for children in various sections, groups, where each child will be given special attention. Communication between elders and children is also important. It must be friendly. The child should be able to share impressions and stories, not be shy to express their feelings and thoughts, and also to find out from their parents what interesting things happened to them, or to ask questions, the answers to which he does not know.

Ethics of communication in the formation of communicative competence

One of the components for developing communication skills is ethics. It also includes communication etiquette. From childhood, a child must learn from adults what behavior is acceptable and how to communicate in a particular environment. In elementary school, students differ markedly from each other in manners. Of course, this is connected with the upbringing of children by parents. Hoping that schooling will change bad behavior, relatives keep making mistakes. They do not teach the main thing: the ethics of communication. At school, it is difficult for teachers to cope with ill-bred children, such students are noticeably behind in development from other schoolchildren. Consequently, such graduates will have difficulty adapting to adult life, because they do not know how to properly behave in society and build personal and professional ties.

The future of each person depends on communicative competence, because we all live in a social environment that dictates certain rules of behavior to us. From early childhood, you should think about the proper upbringing of your children if you want your child to be successful and have an active life position. Therefore, all components of communicative competence should be taken into account by parents, relatives, educators and teachers when teaching schoolchildren and spending time with them.

Ways to develop communicative competence

Communication skills must be constantly developed in an integrated manner. It is desirable that the child learn something new every day and replenish his vocabulary. To keep complex words in your memory, you can draw images that symbolize the new, or print ready-made pictures. Many people remember new things visually better. You also need to develop literacy. It is necessary to teach the child not only to write correctly, but also to express orally, analyze.

For the formation of the communicative competence of the student, it is necessary to instill in him a love of knowledge. A broad outlook, erudition only increase the vocabulary, form a clear beautiful speech, teach the child to think and analyze, which will make him more self-confident and collected. It will always be interesting for peers to communicate with such children, and they will be able to express out loud what they want to convey to others.

Communicative competence improves at times when schoolchildren take acting classes, participate in staging performances, concerts. In a creative atmosphere, children will be more relaxed and sociable than at a school desk.

The role of reading in the formation of communicative competence

Literature lessons at school are a good environment for developing communication skills. A special place is occupied by reading books. However, with increasing access to modern gadgets, schoolchildren spend a lot of time playing virtual games on phones, tablets and computers, instead of devoting time to doing useful things, reading. Virtual games have a negative impact on the child's psyche, making him socially unadapted, passive and even aggressive. Needless to say, children who spend time on gadgets do not want to learn, read and develop at all. In such conditions, the communicative competence of students does not develop. Therefore, parents should think about the negative impact of modern technology on the child and about more useful and developing activities for the student. It is worth trying to instill in students a love of reading, since it is books that enrich the lexicon with new words. Well-read children are more literate, collected, with a broad outlook and a good memory. In addition, classical literature confronts children with various images of heroes, and they begin to understand what good and evil are, learn that they will have to answer for their actions, and learn from the mistakes of others.

The ability to resolve conflicts as one of the components of social adaptation

The formation of the communicative competence of schoolchildren also includes the ability to resolve controversial issues, because in the future such moments are unlikely to bypass anyone, and for a successful dialogue, you need to be prepared for various turns. For this, classes in oratory and discussions, acting classes, knowledge of the psychology of various types of people, the ability to decipher and understand facial expressions and gestures are suitable.

External qualities are also important for creating the image of a strong person who is ready to resolve the conflict. Therefore, sports are highly desirable for every person, especially for males.

To resolve controversial issues, it is also necessary to be able to listen, to enter into the position of the opponent, to approach the problem reasonably. Do not forget in such cases about ethics and manners, especially in a formal setting. After all, many issues are solvable. The ability to remain calm and wise in conflict situations will help in most cases to win over opponents.

An integrated approach to the formation of communicative competence

As mentioned above, in order to adapt in society, it is necessary to have various communication skills and knowledge. For their formation, an integrated approach to students is needed, especially to younger students, since at their age a way of thinking begins to take shape and principles of behavior are formed.

The system for the development of communicative competence includes speech, language, socio-cultural, compensatory and educational-cognitive aspects, each of which consists of certain components. This knowledge of the language, grammar, style, enriched vocabulary, a broad outlook. It is also the ability to speak out and win an audience, the ability to respond, interact with others, good manners, tolerance, knowledge of ethics and much more.

An integrated approach should be applied not only within the walls of the school, but also at home, because the child spends a lot of time there. Both parents and teachers should understand the importance of mastering communication skills. Both personal and professional growth of a person depends on them.

Changes in the education system to improve student communication

It is worth noting that in recent years, training has undergone a number of changes and the approach to it has changed a lot. Much attention is paid to improving the communicative qualities of schoolchildren. After all, a student must graduate from secondary education already ready for adulthood, which means they must be able to interact with other people. It is for this reason that a new teaching system is being introduced.

Now the school is perceived as an educational institution for obtaining not only knowledge, but also understanding. And the focus is not on information, but on communication. The priority is the personal development of students. In particular, this applies to the educational system of primary school students, for whom a whole system for the formation of communicative competence has been developed. It includes personal, cognitive, communicative and regulatory actions aimed not only at improving the adaptation in the society of each student, but also at increasing the desire for knowledge. With this approach to learning, modern schoolchildren learn to be active, sociable, which makes them more adapted to society.

The role of students' interaction with others in building communication skills

The formation of communicative competence is impossible without the efforts of teachers, parents and the children themselves. And the basis for the development of skills for interacting with society is the personal experience of students communicating with other people. This means that every connection a child has with other people either makes him communicative and competent, or worsens his understanding of conversational style and behavior. This is where the student's environment plays an important role. His parents, relatives, friends, acquaintances, classmates, teachers - they all influence the development of the child's communicative competence. He, like a sponge, absorbs the words that he hears, the actions that take place in front of him. It is very important to explain to schoolchildren in time what is acceptable and what is unacceptable so that they do not have a false idea of ​​communicative competence. This requires the ability to convey information to students in an understandable, non-critical and not repulsive way. In this way, interaction with others will be a positive rather than a negative experience for the student.

The modern approach of the school in the formation of the communicative competence of students

The new education system helps students not only become diligent, but also feel part of society. It involves children in the learning process, it becomes interesting for them to learn and apply their skills in practice.

Increasingly, group developmental games, classes with psychologists, individual work with children, the introduction of new teaching methods, and the practical application of the experience of foreign educational institutions are being used in primary schools.

However, it is worth remembering that the formation of the communicative competence of students includes not only knowledge and skills. No less significant factors influencing behavior are the experience gained within the walls of the parental home and school, the values ​​and interests of the child himself. The formation of communicative competence requires the comprehensive development of children and the right approach to the upbringing and education of the younger generation.

56. Communicative competence and ways of its development.

Communicative competence [lat. competens - appropriate, capable] - the ability to establish and maintain the necessary effective contacts with other people. Competence includes a certain set of knowledge and skills that ensure the effective flow of the communicative process. C. to. is considered as a system of internal resources necessary to build an effective communicative action in a certain range of situations of interpersonal influence. The communicative act includes the analysis and assessment of the situation, the formation of the goal and the operational composition of the action, the implementation of the plan or its correction, and the evaluation of effectiveness.

The development of competent communication in modern conditions implies a number of principal directions for its harmonization. At the same time, for the practice of developing communicative competence, it is important to limit such types of communication as service-business or role-playing and intimate-personal. The basis for the difference is usually the psychological distance between the partners, it's me - you contact. Here, the other person acquires the status of a neighbor, and communication becomes trusting in a deep sense, since we are talking about trusting the partner with oneself, one’s inner world, and not just “external” information, for example, related to a typical service task being jointly solved.

Competence in communication implies the readiness and ability to build contact at different psychological distances - both distant and close. Difficulties can sometimes be associated with the inertia of the position - the possession of any one of them and its implementation everywhere, regardless of the nature of the partner and the uniqueness of the situation. In general, competence in communication is usually associated with mastering not any one position as the best, but with adequate familiarization with their spectrum. Flexibility in an adequate change of psychological positions is one of the essential indicators of competent communication.

Communicative competence consists of the ability to:

To give a socio-psychological forecast of the communicative situation in which to communicate;

Socio-psychologically program the process of communication, based on the uniqueness of the communicative situation;

To carry out socio-psychological management of communication processes in a communicative situation [

The forecast is formed in the process of analyzing the communicative situation at the level of communicative attitudes.

It is advisable to consider communicative competence as a system of internal means for regulating communicative actions, highlighting the orienting and executive components in the latter. Diagnostics is primarily a process of introspection, and development is a process of self-improvement of the means of organizing communicative interaction.

Active group methods can be conditionally combined into three main blocks:

discussion methods;

game methods;

sensitive training (training of interpersonal sensitivity and perception of oneself as a psychophysical unity).

§1 Debating methods.

Thanks to the mechanism of discussion with peers, the child moves away from the features of egocentric thinking and learns to take the point of view of another. Studies have shown that group discussion increases the motivation and ego involvement of participants in solving the problems discussed. The discussion gives an emotional impetus to the subsequent search activity of the participants, which in turn is realized in their specific actions.

The object of discussion can be not only specially formulated problems, but also cases from professional practice and interpersonal relations of the participants themselves. The group discussion method helps each participant to understand his own point of view, develop initiative, and also develops communicative qualities and skills. Practice shows that a significant discrepancy in the indicators of moral maturity among group members can paralyze its activity even in cases where the group faces purely instrumental goals.

The most effective method will be based on understanding the personality of the student as a thinking and active participant in events approaching real ones.

§2 Game methods.

Speaking about game teaching methods, it is advisable to subdivide them into operational and role-playing. Operational games have a scenario that contains a more or less rigid algorithm for the “correctness” and “incorrectness” of the decision being made, i.e. the learner sees the impact that his decisions have had on future events. Operational games are used as a means of training specialists and the formation of their personal and business qualities, in particular professional competence.

Role-playing games are of even greater interest for personal development.

In the conditions of a role-playing game, an individual is confronted with situations that are relevant to those cases that are characteristic of his real activity and are faced with the need to change his attitudes. Then conditions are created for the formation of new, more effective, communication skills. Active actions are brought to the fore as the main determinants of the success of socio-psychological training. Mental activity in game methods is achieved as a result of interaction and co-change of all aspects of intra and interpsychic manifestations of individuals.

§3 Sensitive training.

A feature of this method is the desire for maximum independence of the participants. The main means of stimulating group interaction here is the phenomenon of lack of structure. The difficulty of describing the training lies in the fact that the method is based on the actualization of feelings and emotions, and not on the intellect.

The sensitivity training group has no obvious purpose. In the course of sensitive training, participants are included in a completely new area of ​​social experience for them, thanks to which they learn how they are perceived by other members of the group, and get the opportunity to compare these perceptions with self-perception.

Communicative competence

Communicative competence - Competence (from Latin competentia - consistency of parts, proportionality, combination), which describes the quality and effectiveness of the ability to communicate one person with other people.

Competence and competence

The concept of "communicative competence" by origin means some requirements system to a person related to the process of communication: competent speech, knowledge of oratory, the ability to show an individual approach to the interlocutor, etc. If we are talking about the abilities of an individual, then they say that such and such has shown communicative competence. Thus, there is a widespread point of view that communicative competence (like any other competence) is a certain system of requirements, and communicative competence is the degree of compliance of a person with this system of requirements. Indeed, it is much more common to hear that someone "showed his communicative competence" rather than "showed his communicative competence."

And here a linguistic digression is very appropriate. Competentia comes from the Latin verb competo (converge, match, match). The word competentia meant a combination of something with each other (for example, a combination of heavenly bodies). Another word, also derived from competo, was competens - suitable, appropriate, competent, legal. This epithet could describe a person as meeting some requirements. However, the noun associated with competens is still the same competentia.

So, of course, some ambiguity is possible. There is, suppose, some system of requirements for a person. The individual requirements are with each other in the system. From here they can be called competence (combination). If there is a person who satisfies this system of requirements, then we can say about him that he is competens (corresponding), and this relationship can also be called competence (already in the sense of compliance).

The desire of many authors to distinguish between the first and second meanings is understandable. However, it is worth recognizing that the use of "competence" in both cases is completely literate. In addition, there is little practical sense to separate "communicative competence" and "communicative competence". When used in oral and written speech, one should not forget that "communicative competence" can be understood as "communicative compliance" (that is, compliance with communicative requirements). So not it would be quite literate to say:

- "Analysis of the communicative competencies of an employee" (there is usually only one correspondence, but you can say: "Analysis of the communicative competencies of employees"),

- "Communicative competence in need of correction" (correspondence can be increased, it can be lowered, but not corrected).

Components of communicative competence

Communicative competence can be formalized and not formalized. Formalized communicative competence is a set of more or less strict rules, usually corporate, for communication. Usually this set of requirements is formalized in the form of a document, it can be part of the corporate culture. Non-formalized communicative competence is based on the cultural characteristics of a particular social group of people.

There is no, by definition, "communicative competence in general." In one environment, in relation to one social group, a person can show high communicative competence. In a different environment, in relation to another social group, this may not be the case.

Consider an example. Suppose there is an abstract builder-foreman. Being in his team, with the help of obscene vocabulary and knowing his colleagues well, he can manage his subordinates very effectively. Once in another environment, for example, among scientists, he may notice that his communicative competence is close to zero.

Communicative competence maybe include many components. Some components in one situation can increase the competence of a particular person, in another respect - lower it (as in the example with obscene vocabulary). When developing a communicative competence (system of requirements), you can include such components as:

Possession of certain vocabulary

The development of oral speech (including clarity, correctness),

The development of written language

Ability to observe ethics and etiquette of communication,

Possession of communication tactics,

Knowledge of communication strategies

Knowledge of personal characteristics and typical problems of people with whom you will communicate,

Ability to analyze external signals (body movements, facial expressions, intonations),

The ability to extinguish conflicts in the bud, non-conflictogenicity,

assertiveness (confidence)

Possession of active listening skills,

Possession of oratory,

acting ability,

Ability to organize and conduct negotiations, other business meetings,

empathy,

The ability to be imbued with the interests of another person.

Trainings (Communicative competence)

The procedure of group psychological training. Participants are divided into pairs, they say three phrases to each other. The exercise is aimed at increasing the sociability of the participants, confidence in their own speech. The procedure of group psychological training. Participants watch the same video over and over again, finding more and more interesting moments. The procedure of group psychological training. Participants think of eleven people who will enter a personal "dream team". A simple technique that sets the interlocutor to a rational, pragmatic tone in communication. Not every compliment achieves its goal ... Technique will help you better understand people, become more sociable. The association "people - doors" is used. Quite an effective way to win over the interlocutor, arouse his interest, anticipating further discussion of serious problems. A technique that helps to somewhat increase the effectiveness of negotiations and other communicative situations. Fluency in this technique will allow you to manage the negotiation process. The procedure of group psychological training. Participants are divided into 2-3 teams, they collectively count in their minds. The procedure of group psychological training. Participants come up with antinomies - statements that contradict each other, and at the same time both are true. The procedure of group psychological training is aimed at developing oratory skills. Participants explore illustrative possibilities for big pauses (or gross pauses). The procedure of group psychological training is aimed at developing the image, communicative competence. The procedure of group psychological training. Participants form two circles: external ("complainers") and internal ("consultants"). The procedure of group psychological training. It is aimed at developing the ability to detect deception. The procedure of group psychological training. Participants master in practice three types of communication: conversation-understanding, conversation-purpose, conversation-tool. The procedure of group psychological training. Participants learn the features of the "first impression". The procedure of group psychological training. Participants act out small anecdotal scenes about how important it is to be able to listen to the end and not interrupt. The procedure of group psychological training. Participants try to name different communication situations. The exercise is aimed both at improving the ability to differentiate communicative situations in characteristic features, and at developing a linguistic instinct. The procedure of group psychological training. Participants practice demagogy - upholding points of view with which they themselves do not agree. The procedure of group psychological training is aimed at developing communicative competence. One participant tells the story without finishing the sentence; others do it for him. The procedure of group psychological training. Participants act out absurd scenes, putting some secret, special communicative meaning into them. Other participants must solve these scenes. The procedure of group psychological training. Participants role-play, only do it very slowly. The procedure of group psychological training is aimed at developing the ability to talk to a person. The procedure of group psychological training. Participants share graceful manners with each other. The procedure of group psychological training. Participants learn how to express their thoughts in a direct way. The procedure of group psychological training. Participants master the art of flattery. The procedure of group psychological training. Participants try to answer the question "How are you?" different ways. The exercise can be used both for warm-up purposes and for the development of communicative flexibility. The procedure of group psychological training. Participants tell each other obvious facts. The procedure of group psychological training is aimed at developing the ability to summarize the main content of another person's speech, to find points where a communicative situation can be developed. The procedure of group psychological training. Participants talk about themselves in the style: "What kind of me do you know, and what do you not know." The exercise is aimed at increasing communicative competence. The procedure of group psychological training is aimed at developing the ability for clear, articulate speech. The insertion of micropauses is being trained. The procedure of group psychological training. A "princess" is chosen, who listens to different words of praise from others. The procedure of group psychological training. Participants "buy" each other's "mask" for a particular life event. The procedure of group psychological training. Participants interview each other for one purpose or another. The procedure of group psychological training. Participants learn how to use brainstorming (using a fictitious problem as an example). The procedure of group psychological training. Participants learn to resist the manipulation of their state. The procedure of group psychological training is aimed at developing the ability to neutralize moralizing on the part of the interlocutor (the so-called "parent position" in transactional analysis). The procedure of group psychological training. Participants tell a short well-known fairy tale, replacing the names of the main characters with others. The procedure of group psychological training. It is aimed at developing communicative competence, the ability to reflect on a communicative situation. The procedure of group psychological training. Participants learn ways to mitigate overly general judgments expressed by the interlocutor ("No one loves me", "Now there is no one to rely on at all"). The procedure of group psychological training. Participants share their idea of ​​what personality traits best characterize a person. The procedure of group psychological training is intended for the development of communicative competence. The procedure of group psychological training. Participants show each other a large variety of various pantomimes. The procedure of group psychological training. Participants are engaged in parodies of famous people, movie characters. The procedure of group psychological training. Participants learn to "transmit" intonation in a circle. The procedure of group psychological training, the ideal posture of a seated interlocutor is being worked out. The procedure of group psychological training. Participants invent and depict their own memes. The procedure of group psychological training is aimed at training the ability to encourage other people to act and - in general - at developing the communicative competence of the participants. The procedure of group psychological training is aimed at mastering the basic communication tactics. The procedure of group psychological training, the main task of which is to demonstrate to the participants the characteristic differences between the "position of the child", the "position of the adult" and the "position of the parent". The procedure of group psychological training. Aimed at the development of communicative flexibility, linguistic flair. The procedure of group psychological training. The participants jointly come up with a script for the performance in which one or more of them are the main characters. The procedure of group psychological training, a role-playing game aimed at developing the ability to accurately convey information. The procedure of group psychological training. Participants master communication signals that indicate the excitement of the interlocutor. The procedure of group psychological training. Participants repeat the same phrase three times. The procedure of group psychological training. Participants are given "hidden roles". You have to guess who has what role. The procedure of group psychological training. Participants exchange associations, find out the relationship of these associations with others. The procedure of group psychological training. Participants tell each other about their feelings. It is aimed at developing openness in communication, the ability to express one's feelings, not to be shy about them. The procedure of group psychological training. Aimed at the development of acting skills and overall communicative competence. The procedure of group psychological training is aimed at developing communicative flexibility. The procedure of group psychological communicative training. Focused on the development of written language. The procedure of group psychological training. Participants try to guess each other's preferences. The procedure of group communicative psychological training. The exercise is aimed at developing the ability to delve into the subtext of certain phrases, analyze the unspoken, as well as the development of the ability to dress your phrases in an acceptable form. The procedure of group psychological training. Participants exchange real or fictional communicative stories. The procedure of group psychological training. Participants recall and act out good and bad manners. The procedure of group psychological training is aimed at developing speech plasticity and communicative competence in general. The procedure of group psychological training. At the end of the training day, participants recall in detail what happened at the very beginning of the day. The procedure of group psychological training. Participants interview each other and refine the list of questions. The procedure of group psychological training is aimed at mastering the tactics of communicative interaction. The procedure of group psychological training. Participants give words their own meanings. The procedure of group psychological training is aimed at developing reflexivity in the communication process, the ability to highlight the essential in someone else's speech. The procedure of group psychological training. Participants learn to express their feelings by likening themselves to certain literary characters who find themselves in a certain situation. The procedure of group psychological training. Participants "democratically" control the behavior of one of their associates. The procedure of group psychological communicative training aimed at understanding by the participants one of the ways of subtle manipulative influence: appeals to the needs of the body. The procedure of group psychological training. Participants learn to "talk". The procedure of group psychological training. Participants learn to insert different kinds of accents into their speech. The procedure of group psychological training. The role-playing situation of a conversation with an extortionist is being played out. Role-playing game for group psychological training, aimed at developing communicative competence. The procedure of group psychological training is intended for the development of communicative competence. The procedure of group psychological training. Participants act out the scene of a journalistic interview. The procedure of group psychological training. "Janitor" tries to convince the young man not to litter. The procedure of group psychological training. Participants act out a role-playing game, portraying partners who did not share responsibilities among themselves. The procedure of group psychological training. The “reader” came to the library and asked what book he would like to read. The procedure of group psychological training. The acquaintance of a guy and a girl (men and women) is modeled. The procedure of group psychological training. A scene is played out: a “bad client” comes to an “employee” of some organization. The procedure of group psychological training. Guys learn to get acquainted with girls, for this they are helped by "friends-tellers". The procedure of group psychological training. The role-playing game involves "teacher" and "student" - the situation of the exam. The procedure of group psychological training. A role-playing game is played, during which one of the players appears as a tired, lost traveler who asks to spend the night, and the second as a cautious and harmful person who finds a hundred excuses. The procedure of group psychological training. Participants come up with and implement "advertising videos". The procedure of group psychological training. "Superstar" gets a job. The procedure of group psychological training. A scene is played out in which the "passenger" is in conflict with the "taxi driver".