Формування готовності до професійного спілкування майбутніх бакалаврів безпеки життєдіяльності у процесі вивчення гуманітарних дисциплін

Abstract

У дисертації проаналізовано поняття «спілкування» та «професійне спілку-вання», особливості формування готовності до професійного спілкування, визначено компо¬нен¬ти готовності до професійного спілкування майбутніх фахівців безпеки життєдіяльності. Визначено, теоретично обґрунтовано та експериментально перевірено організаційно-педагогічні умови (зміст підготовки курсантів до професійного спілкування реалізується на основі проектного підходу; у процесі вивчення гуманітарних дисциплін застосовується контекстний підхід; самостійна робота майбутніх бакалаврів безпеки життєдіяльності здійснюється на основі Веб-технологій); вмотивовано і представлено модель; уточнено критерії (мотиваційний, когнітивний, діяльнісний) та рівні (високий, середній, низький) формування готовності до професійного спілкування майбутніх бакалаврів безпеки життєдіяльності у процесі вивчення гуманітарних дисциплін. За результатами досліджень розроблено навчальні та навчально-методичні посібники, методичні рекомендації для викладачів і курсантів ВНЗ ДСНС України щодо формування готовності курсантів до професійного спілкування у процесі вивчення гуманітарних дисциплін.

В диссертации проанализированы понятия «общение», «профессиональное общение», особенности формирования готовности к профессиональному общению, определено компоненты готовности к профессиональному общению будущих специалистов безопасности жизнедеятельности. Определены, теоретически обоснованы и экспериментально проверены организационно-педагогические условия (проектирование содержания подготовки курсантов к профессиональному общению, применение контекстного подхода в процессе изучения гуманитарных дисциплин в вузах Государственной службы Украины по чрезвычайным ситуациям (ГСЧС), организация самостоятельной работы будущих бакалавров безопасности жизне-деятельности на основе Веб-технологий); разработана и представлена модель; уточнены критерии (мотивационный, когнитивный, деятельностный) и уровни (высокий, средний, низкий) формирования готовности к профессиональному общению будущих бакалавров безопасности жизнедеятельности в процессе изучения гуманитарных дисциплин. По результатам исследований разработаны и апробированы учебные и учебно-методические пособия, методические рекомендации для преподавателей и курсантов вузов ГСЧС Украины по формированию готовности к профессиональному общению в процессе изучения гуманитарных дисциплин.

The concepts of "communication" and "professional communication" are analyzed in psychological and pedagogical literature. It is determined that the most common interpretations of the concept of "communication" are related to the consideration of it as complex process of establishing and developing of contacts among people. It is justified that the problem of professional communication is complex, and we can see the relationship of multifaceted meanings of the terms "communication", "professional communication" and their structural components when we consider it from the point of view of the various sciences (philosophy, psychology, sociology, pedagogy and etc.). It is determined that professional communication of future Bachelors of Life Safety is a complex and purposeful process of interconnection and interaction of people, in which there is an exchange of information and experience in the performance of official tasks and solution of production issues, by means of influence on communicants' intelligence, attitudes, behavior and emotions, according to official functions and assigned aims. This process occurs in certain social, psychological and production conditions, and it often occurs in a special procedural mode subject to certain, well-defined forms of communication. Defining the essence of professional communication and the specifics of its implementation in higher educational institutions of the State Emergency Service of Ukraine (SES of Ukraine) was allowed us to formulate the concept "readiness to professional communication of future Bachelors of Life Safety" that in context of our study is meant as a basic cadets' personal characteristic that is based on awareness of the role of communication as a significant factor of successful career and is included the system of knowledge about the theory of communication, availability of stable communication need, mastery of communication technique. On the basis of competence, systemic, personal-activity, contextual, student-centred, interdisciplinary, object and reflexive approaches, it is identified and justified organizational and pedagogical conditions (design of content of cadets' training to professional communication, application of the contextual approach in the process of humanities training in universities of SES of Ukraine, organization of independent work of the future Bachelors of Life Safety based on Web-technologies) and it is elaborated the model of formation of readiness to professional communication of future Bachelors of Life Safety in the process of humanities training. According to certain components: motivational-target, cognitive, communicative-activity there are specified criteria (motivational, cognitive, activity) and levels (high (practical and creative), medium (productive), low (conceptual)) of formation of readiness to cadets' professional communication in the process of humanities training. Analysis of materials at the formulation phase of the experiment is showed that all components of formation of readiness to professional communication of cadets there were significant changes, namely, the level of readiness of the future Bachelor of Life Safety in the control group did not change significantly, the number of students in the experimental group with a high level of readiness increased by 10.65 %, in turn with low level was decreased by 22.13%. Further evidence of the effectiveness of the performed work have to be considered the fact that all the teachers who worked in the experimental group and acted as experts, noted the increasing of cadets’ sociability and their desire for self-realization in the course of communication, variety of communication means, the choice of which is determined by professional and service situations. Students themselves indicated that they became interested in the problems of communication, formulated the need to realize totally in communication, they have learned to formulate their thoughts, convince argumentatively, discuss correctly and talk on business matters, behave carefully in extreme and emergency situations. According to the results of researches, there were developed and tested training and methodical manuals, guidelines for teachers and students of higher educational institutions of SES of Ukraine about the formation of readiness to professional communication in the process of humanities training. The developed materials can be applied in the educational activity of units and departments of SES of Ukraine, during the course of training of lifeguards. The study, of course, does not cover all aspects related to the peculiarities of formation of readiness of future Bachelors of Life Safety to professional communication in the process of humanities training. Promising directions of further researches may include the following: deepening the professional orientation of the humanities; coordination of teachers’ work of humanities and professionally oriented disciplines and psychological service for the development of comprehensive, integrated methodologies of preparing cadets for future professional activities; development and implementation of special training in preparing cadets to professional communication and in extreme and emergency situations. Keywords: professional communication, readiness.