Polycultural personality. Formation of communicative tolerance as the quality of a polycultural personality
Persons forming a polycultural personality
In Russian lessons
The relevance of the polycultural development of the personality is due to the dynamic changes in the lives of modern society, the policness of the information, economic, legal space. It is not by chance that in the report of the International Commission of UNESCO about global strategies for the development of education in the 21st century, it is emphasized that "education should help, on the one hand, a person has aware of his roots and thus could determine his place in the world, and on the other - to instill Respect for other cultures. "
Policy education and upbringing are relevant for multinational, multi-confessional Russia - countries with many diverse cultures and problems in intercultural relations. In these conditions, there is a social need for the formation of a polycultural personality, i.e. "A person who is capable of active and efficient livelihoods in a multinational environment possessing a developed sense of understanding and respecting other cultures, the ability to live in peace and harmony with people of different nationalities, races, beliefs." Based on this, the tasks of polycultural education in Russia are determined:
Deep and comprehensive mastery of the culture of their own people, which is an indispensable condition for integration into other cultures;
Formation of students from students about the diversity of cultures in peace and Russia, education of a positive attitude towards cultural differences, providing human progress and conditions for self-realization of the individual;
Creating conditions for the integration of students in the culture of other peoples;
Development of skills and skills of productive interaction with carriers of various cultures;
Education of students in the spirit of peace, tolerance, humane interethnic communication.
The tasks of multicultural education are solved in the schools of our republic through the system of educational work, the organization of extracurricular activities, the system of additional education, as well as the means of school subjects, including the Russian language and literature. In his practice, the formation of a polycultural personality implements primarily through a series of lessons for the development of speech, in which, along with communicative tasks, solve and cultural.
I adhere to the point of view of many methodological scientists that a polycultural personality is an individual oriented through its culture to others. Deep knowledge of its own culture is the foundation of interested attitudes towards other cultures, and familiarity with many national artistic cultures is a basis for spiritual enrichment and development. Therefore, in the lessons of speech development, we widely use material about the culture of the Tuvinian and Russian peoples, about their traditions and customs.
Thus, in the lesson "Letter", the educational purpose of which was to familiarize the fifth graders with the structure of the letter and the rules of his writing, used the material about the Tuvinian national musical instruments. At the beginning of the lesson, a problem situation was created when 5-graders had to help friends Write a response letter to Kidden from Khakassia about Igile. Students in the game form were familiar with musical instruments. The texts about Igile, the melody performed on it, the tool itself, which children saw not from the auditorium, and they were touched by their hands, became the basis for creating their own statement about this amazing instrument. I propose a fragment of the lesson:
"Teacher: Now let's start our conversation about Igile.
Let's read the text that is on your desks.
IGIL - two-string Bed tool with a length of about 1 meter. Corpus - Haarzhak - hollow wooden bin oval shape, covered with skin. A wooden neck with two slices is inserted into it. Strings were tuned in quarts and quint.
What feelings and emotions caused this text from you? Is he described? What style does it apply to?
What do you think guys read the text can be entitled "Amazing tool"?
- Indeed, adjectiveastonishing expresses our attitude to the tool, which is not in the text. Which style should the text in which the author expresses its attitude to the subject described? Let's read the second text and execute the tasks to it.
IHIL is sometimes called Tuvinian violin. Its long, crying sound of the centuries accompanied nomadic animals. This musical instrument has always personified with his beloved pets of Tuvintsev - Horse. His strings in the old days were made of horse-tail hair. The end of the String Lada traditionally decorated the figure of the horse.
What new did you find out about Igile?
Do you think guys, why is Igil called Tuvinian violin? What are they similar and what are different?
- Let's listen to two musical fragments and try to guess which musical instrument is used?
Is it possible, comparing musical instruments, talk about that one is better, and the other is worse? "
Speech development lessons give great space for creativity both teachers and students. For example, when studying the topic "Animal Description" you can spend a very entertaining lesson dedicated to the horse. A role-playing game that allows you to ask a problem task, involves all students in its solution. Prepared children play a scene, where an old man with a statement about the disappearance of horses is drawn in the duty unit. But the policeman's duty does not know horsepower, and the old man's owner speaks Russian well. And here, when applying for students, it turned out that they find it difficult to call the masses of horses even in Tuvinsky, not to mention Russian. A colorful presentation with the image of horses will allow schoolchildren to remember the suites of animals in Tuvinian and Russian. After the vocabulary work, students acting as investigators or the role of affected are the text of the official-business speech style, containing a description of the horse. Only after that go to work on the text of the artistic style. At this stage, it is desirable to use passages from the works of Russian and Tuvinian writers, as well as proverbs, sayings, horses mysteries. We must remember that folk works are one of the sources and facilities of polycultural education. When studying oral folk creativity, comparisons of some traditions and mains of various peoples are possible and necessary. And in this lesson, children by comparing proverbs, the riddles make conclusion about the attitude of Russians and Tuvintsev to the horse. And such a dialogue of cultures will serve as a genuine basis for mutual understanding, establishing respect not only to the culture of its people, but also to the culture of other peoples, understanding the diversity of the spiritual and material world, will appear to the means of forming the ability to live in a multinational country.
By "The program in the Russian language"N.N.N.N., N.M. Khasanova In the requirements for connected speech in the 9th grade, students should be able to describe the monument. To describe, I chose a memorial complex at the Piskarevsky cemetery and a monument to the fallen soldiers in the village of Ka-Hem. At the beginning of the lesson, students were offered a documentary about the blockade of Leningrad, then work was carried out on the text "Monuments - this is our story" about the Piskarevsky cemetery. Language material proposed in the study manual "Speech Development Workshop" edited by G.G. Gorodiloye and A.G.Hmara, allows stages to bring students to creating their own text - descriptions of the monument. And the excursion to the monument, near which schoolchildren were more than once during the celebration of the Victory Day, makes a new look at him. Appeal to historical monuments, united the theme of the Great Patriotic War, allows to solve a number of educational tasks: from the formation of aesthetic taste (the ability to evaluate monuments as a work of art) to a sense of patriotism.
Thus, it can be concluded that the lessons of the development of speech allow the teacher to form in schoolchildren not only communicative, but also cultural competence. At the same time it is necessary to push students to independently searching for information.
The formation of a polycultural personality can be carried out in the lessons of the Russian language, using the culturally environmentally informative text proposed in the textbook, or selected by the teacher himself. When selecting culturally productive texts for complex-thematic lessons, it is important to be guided by the following basic criteria. First, according to K.Z. Zakiryanov, the text should be emotional, should reflect the genuine cultural values \u200b\u200bof the Russian people, to acquaint students with the culture of Russian, native and other peoples, to bring up respect for them. Secondly, the text should be saturated with language units and phenomena, which will be studied at the lesson, and, thirdly, the text must be optimal.
The specifics of the analysis of the text in a polyethnic school constitute work with concepts-concepts and a relatively comparable analysis of the facts of Russian and native languages, reflecting the realities of the culture of two peoples. Such a dialogue of languages \u200b\u200b- the dialogue of cultures will help students realize the general and national-specific properties of languages, the identity of national cultures reflected in Russian and native languages. When working with concepts-concepts, there will be a historical, cultural and etymological commentary, attracting different dictionaries (intelligent, phraseological, cultural vocabulary, emotional-expressive words and revolutions, etc.), reproductions of paintings and others. The use of such techniques facilitates the mastering of Russian Biling students contributes to the expansion of their dictionary, the development of representatives on universal values. It is desirable that tasks to the texts, depending on the degree of preparation, inconsistencies, the abilities of students, if possible, were differentiated or individualized. Similar tasks to the culturally informative text create a situation of choosing and successful learning and thereby stimulate in schoolchildren in cognitive activities, positive motivation and interest in the study of the Russian language, Russian culture.
Acquaintance of students with language, culture, life of other peoples will allow in practice to form the principle of conflict-free understanding and cooperation. And the expansion of students' knowledge about the peoples living nearby makes it possible to form mutual tolerance and natural readiness to productive interethnic and intercultural interaction
Under the policultural personality is understood as an individual oriented through its culture to others. Deep knowledge of his own culture for him is the foundation of interested attitudes towards others, and familiarity with many is the basis for spiritual enrichment and development.
It is also important: if a particular individual has a need for its national culture and language, whether he has a desire to master them and the desire to identify himself with his people. The state should provide for specific ways to form each of these three factors, to provide comprehensive assistance and create incentives to master the native language and culture. However, the position of personality is crucial.
The polycultural personality must have primarily a holistic worldview. This means that knowledge and skills in such an individual are formed into the system, which makes it possible to reflect the complex, interconnected and interconnected nature of relations and relations in the world, society, culture. Integrity - the parameter of a highly developed and rationally organized worldview.
Polycultural personality - Individual with developed linguistic consciousness. Knowledge of the native and state languages, the study of a foreign language is expanding the horizons of personality, promote its multifaceted development, contribute to the formation of a plant for tolerance and a volume vision of the world.
POLICULTURAL PERSONALITY - Individual with relief historical consciousness. It is the historical consciousness that is the basis of both ethnic, and national consciousness. The national mentality, folding in the ethnos for the thousand-year history of myths, symbols, images, stereotypes can only beware through the knowledge of the history of the people.
Knowledge of the history of the peoples who inhabited the country, the history of the state gives rise to a sense of historical continuity, historical roots, the feeling of involvement in the history of the Earth, the community of fate of the peoples living side by side for many years and centuries.
This volumetric historical consciousness arises if the world and domestic history is taught not as the history of permanent wars, raids and hostility, but as the history of trade and crafts, the construction of cities and roads, the history of the development of peoples and inter-ethnic contacts, the dialogue of cultures, interfundic marriages, etc. . For example, the "History of the Great Silk Road" could be very illustrative.
The history of Kazakhstan is significantly the fact that it allows the formation of historical consciousness as ethnic and nationwide. It should be highlighted, without any inaccuracies and distortion, perceived as the history of all peoples who lived and today living on this ancient land.
A special place in the study of history should occupy the history of culture. This object is mostly responsible for the tasks of forming a polycultural individual. And if he is taught as the history of the arts, the history of world and national philosophy, the history of customs and traditions, the history of national clothing and fashion, etc., then leads to the upbringing of a multidimensional, spiritually developed personality, valued and knowing the national and world culture.
Public education does not aim to form a religious consciousness, but it is entitled to give knowledge of the history of world religions. Religion is an integral component of the spirituality of the people, without ideas about religious values \u200b\u200bthat have moral and aesthetic importance, knowledge of the people will be incomplete, flawed. Moreover, the appeal to world religions shows not only the difference, but also the community of moral aspirations, spiritual quest, aesthetic norms of peoples inhabiting our state.
The polycultural personality along with historical should have a pronounced geographical consciousness, the consciousness of the planetary, and at the same time consciousness of the native land, a small homeland, a native land, a native hearth. Such consciousness form not only geography, but also country studies, ethnography, environmental disciplines, since they are close in the semantic orientation to the problems of ethnos and culture, to the protective tradition inherent in ethnocultural education. We are talking about new directions of science and education, such as the ecology of culture, ecology of the ethnosis, human ecology, ecology of the spirit, ecology of morality, etc. They determine such qualities of a polycultural personality as a sense of land as a common house, and Kazakhstan as a common homeland, feeling Responsibility for the common house and for the nature of the country.
Contribution to the formation of a polycultural personality should be made and not listed here. For example, when studying natural sciences, it is desirable to pay attention to the facts and phenomena associated with Kazakhstan, pay special attention to the contribution of scientists of Kazakhstan to the development of these sciences. This will make it possible to form and feel the sense of Kazakhstan patriotism, and the feeling of pride in the people, for the ethnos.
The polycultural personality should have a rather bright artistic and aesthetic consciousness: developed imagination, sophisticated feelings, a great, ability to appreciate the beauty, artistic taste, the ability to understand the works of art, which is brought up by theater, cinema, television, literature, music lessons, painting.
The feature of the artistic and aesthetic consciousness is that it often gets an incarnation in the practice of artistic creativity, in the game on musical instruments, singing, drawing, etc. Therefore, it most corresponds to the goals of ethnocultural education. Its formation allows an individual to sense personal involvement in the culture of the people, national identification receives an individual color.
The integrating composite polycultural personality should be the legal consciousness of the personality, which is formed by all the practice of compliance and applications in the state of the Constitution and the Laws of the Republic of Kazakhstan, other regulatory legal acts, as well as the actual state of satisfaction with them of the rights and freedoms of citizens.
One of the main target characteristics of an individual legal consciousness of Kazakhstanis in the system of ethnocultural education is the awareness of each individual of the objective factor of Kazakhstan statehood, which belongs to any nationality does not add to him any rights and freedoms, as he should not take them away from him. In a citizen of any nationality, the authentic patriot of Kazakhstan sees only an equal individual of the individual.
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In Kazakhstan, the ethnolinguistic aspect of the polycultum is very pronounced, because representatives of several nationalities live here. Along with the state Kazakh language and Russian language as the language of interethnic communication, communication is carried out by more than 140 languages. In a polycultural ethnogeographic space, how Kazakhstan is, a significant part of the population is bilingual. The bilingualism, enriched with the legacy of two cultures, creates favorable conditions for mastering foreign language.
In teaching a foreign language, pay attention primarily to the lexical and syntactic levels of the language reflection of reality. Nevertheless, there is also a textual level, which is a language picture of the world. According to V.A. Maslova, the language picture of the world reflects the national picture of the world and can be detected in the language units of different levels of Maslov V.A. Cognitive linguistics: studies. Available / hard. Maslov. 2nd ed. - Minsk: Tetra Systems, 2005. - 256 p., P. 51. Problems of the relationship between the language and culture require a complex and multidimensional approach. The picture of the world not only reflects in the language of the surrounding reality, morality, the system of values, mentality, national character, but also forms the language and its carriers Tamereyan T.Yu. Language model of the Policy World: Interlingu-cultural aspect: Diss ... Dr. Philol. Nauk: Nalchik, 2004. - 460 s., P. 2]. .
The concept of the language picture of the world correlates with the concept of linguistic consciousness, defined as the features of the culture and social life of this human team, which determined his mental peculiarity and affected in the specific features of this language. The language picture of the world with this understanding appears as knowledge fixed in the content of language forms and the conventional ways of their expression, as a kind of world membership system and the form of its categorization. This approach to the interpretation of the concept of "language picture of the world" is presented in the most productive in the anthropocentric approach to the study of language units. Consequently, the assimilation of the non-standard language involves the assimilation of the language painting of the world, the linguistic consciousness of the speakers of this language.
Thus, the language picture of the world reflects a method of read-honored activities, characteristic of a particular era with its spiritual, cultural and national values. Sociolinguists argue that the language occurring as a historical need is designed to meet the requirements that Society presents. At the same time, it reflects the state of society and actively contributes to its progress. As V.G. rightly approves Kostomarov, the dialectical unity of the verbal means of communication and public consciousness, that is, the unity of the language and national culture, leads to a unique opportunity according to the language data to restore the details of the historical past ethnos, the linguistic taste of the era. - St. Petersburg. : Zlatoust, 1999. - 320 s .. This provision is fair in relation to any particular language and society of its carriers, which naturally turn out to be carriers of a certain culture.
In this regard, knowledge of other languages \u200b\u200bcontributes to the emergence of new points of view on the world, additional opportunities, is acquaintance with other worldview and world-wide, when you can adjust and clarify those knowledge about the world that are obtained using a native language. The purpose of the polycultural and poliosal education is to form a person capable of active livelihoods in a multinational and polycultural environment with a developed sense of understanding and respecting other cultures, the ability to live in peace and harmony with people of different nationalities, races and beliefs.
Consequently, there is a personality in the center of the problem of polycultural communication, which has multilingual and multicultural competence, i.e. Intercultural competence formed on the basis of at least three languages \u200b\u200band cultures (native and two non-native).
The polycultural personality is one of the main characteristics of a specialist of any professional field of activity in the conditions of the cultural diversity of society. However, it should be noted that there are a large number of interpretations of the concept of "polycultural personality". For example, in the concept of ethnocultural education in the Republic of Kazakhstan, it is said that the Polycultural Personality is "an individual oriented on its own culture on the other" Regulation of the President of the Republic of Kazakhstan dated July 15, 1996 No. 3058 on the Concept of Ethnocultural Education in the Republic of Kazakhstan. Along with the definition of a "polycultural personality", this document also reflects the requirements for the qualities that the polycultural personality should possess. These are:
developed linguistic consciousness (implies the existence of an individual knowledge of native, state and foreign languages, which expands the horizons of this individual and is a fruitful basis for the development of the polycultural multifaceted individual);
a holistic worldview (the individual should be formed a single picture of relationships between such concepts as peace, society and culture);
developed historical consciousness (knowledge of history develops from knowledge of myths, symbols, images, which also play an important role in the formation of a multicultural personality);
developed geographical consciousness (implies the formation of a polycultural personality through the prism of the country and ethnographic aspects);
developed artistic and aesthetic consciousness (the admission of an individual to the cultural diversity of the whole world through the education of the senses of excellent for the means of great works of art in various industries).
However, it is impossible to disagree that this definition is not entirely complete. So according to A.N. The Giurinsky Polycultural Personality is an individual who recognizes the uniqueness of other cultures, which is ready to conduct a tolerant intercultural dialogue. Dzhurinsky A.N. Pedagogy of interethnic communication: Polycultural education in Russia and abroad. Tutorial. - M.: TC Sphere. 2007.-224C in turn Yu.V. Agrarian makes an important clarification that the polycultural personality is a subject of cross-cultural dialogue, which has all the qualities of Agrant Yu.V. listed above Formation of the policultural personality of future social specialists in teaching a foreign language in the university. Dis. ... Cand. Ped. science Khabarovsk, 2009. It should also be noted that there are three levels of development of personality polyculturity:
high, which is characterized by the presence of high levels of empathy, conflict resistance, as well as the ability to apply various adequate tools to solve interaction problems with representatives of different cultures;
medium, which is characterized by not a complete formation of all components of a polycultural personality, an individual with this level shows an insufficient level of such qualities as empathy, tolerance. And also shifts situational manifestations of coffee;
high, which is characterized by a very low level of components of the polycultural personality, a low level of conflict resistance, evaluation of people, based on their own "I", low level of empathy, and tolerance.
As we see, the main criteria of the polycultural personality are such qualities as empathy, conflict resistance, tolerance, that is, the potential of subjects to the maintenance of dialogue. Knowledge of individuals of individuals is an immutable requirement for the intercultural communication process. Nevertheless, the above personal qualities are manifested only if the interlocutors have formed a worldview, where the concepts of peace, society, culture, history, geography are not only at the level of their ethnic consciousness, but also is interrelated with similar concepts acquired during Studying foreign languages. In other words, training in foreign languages \u200b\u200bis the transfer of not only linguistic knowledge, but also familiarization with the language picture of the world.
In this regard, in the process of learning foreign languages, the formation of student linguoculturological competence performs, i.e. Awareness of the language as a treasury of national culture, the relationship of the language and history of the people, the ownership of speech etiquette, the culture of interethnic communication. This problem acquires particular relevance in the conditions of the dialogue of cultures, which is an indisputable condition for the peaceful coexistence of residents of such a multinational state as Kazakhstan.
Bibliography
lexical ethnolinguistic language
- 1. Maslova V.A. Cognitive linguistics: studies. Available / hard. Maslov. 2nd ed. - Minsk: Tetra Systems, 2005. - 256 p., P. 51.
- 2. Tameryan T.Yu. Language model of the Policy World: Interlingu-cultural aspect: Diss ... Dr. Philol. Nauk: Nalchik, 2004. - 460 s., P. 2.
- 3. The linguistic taste of the era. - St. Petersburg. : Zlatoust, 1999. - 320 with
- 4. Order of the President of the Republic of Kazakhstan dated July 15, 1996 No. 3058 on the concept of ethnocultural education in the Republic of Kazakhstan
- 5. Dzhurinsky A.N. Pedagogy of interethnic communication: Polycultural education in Russia and abroad. Tutorial. - M.: TC Sphere. 2007.-224С.
- 6. Agrant Yu.V. Formation of the policultural personality of future social specialists in teaching a foreign language in the university. Dis. ... Cand. Ped. science Khabarovsk, 2009.
Development of a polycultural personality in literature lessons
At the end of the past millennium in the global educational process, a new system of values \u200b\u200band educational purposes arises and is widely discussed, the concept of personality, based on the ideas of nature appearance, cultural imagination and individual personal development, is being revived. New formigms of education appear, in which pedagogical reality is reflected with the help of a new language of science. The scientific turnover includes such concepts as an educational space and educational region, a polycultural information environment, educational technologies, etc.
These trends point out that the main method of designing and developing education is the cultural approach, orienting the education system for a dialogue with a culture of man as its creator and a subject capable of cultural self-development.
Now the world culture looks like a multipoint panorama of national cultures. The culture of the twenty-first century is seen as a global integration process in which there is a mixing of various ethnic groups and ethnic crops. As a result, a person in a modern sociocultural situation is at the turn of cultures, the interaction with which the dialogue requires it, understanding, respect for the cultural identity of other people.
Given the new sociocultural realities, world pedagogical thought develops relevant areas of education. The report of the International Commission of UNESCO on global education development strategies in the twentieth century emphasizes that education should help, on the one hand, a person has aware of his roots and thus could determine his place in the world, and on the other - to instill him respect for other cultures .
All of the above it follows that in society has formed polycultural society. Polycultural society - This is an educational space in which students of different ethnolinguistic, religious and socio-economic affiliation live and study. In recent years, in the domestic pedagogy, there were more and more about the importance of the policultural aspects in the school and university audience. Independently formed such a direction as a policultural education.
In the language of official science, a multicultural education is as follows:
1. Processes, which consists in creating conditions for the formation of an ideological plant for constructive cooperation on the basis of admission to ethnic, Russian and world cultures; 2. Training programs and the organization of educational activities of students (students) aimed at raising the level of learning persons representing ethnic minorities and immigrants.
Purpose of polycultural education It consists in the formation of a person who is capable of active and efficient livelihoods in a multinational environment with a developed sense of understanding and respecting other cultures, the ability to live in peace and harmony with people of different nationalities, races, beliefs.
From this purpose flow specific tasks Polycultural education:
Deep and comprehensively mastering the culture of his own people, which is an indispensable condition for integration into other cultures;
Formation of students on the diversity of cultures in peace and Kazakhstan, education of a positive attitude towards cultural differences that ensures the progress of mankind and the conditions for self-realization of the individual;
Creating conditions for the integration of students in the culture of other peoples;
Development of skills and skills of productive interaction with carriers of various cultures;
Education of students in the spirit of the world, tolerance of humane interethnic communication.
Policy education solves a number of practical and educational problems:
1 . Peaceful and fruitful interaction of different cultures in the space of an educational institution, for it is obvious that each person introduces the culture of its parents and friends, an ethnic group and a social layer in the walls of the school, which belongs;
2 . Enrichment, cultural decentration of the painting of the world of the student, if possible, exemption from the stereotypes of discrimination against other social groups;
3. Development of critical thinking in the course of awareness of multidimensionality of public reality, its polyphonicity and multipleness, admissibility of alternative points of view, the logic of reasoning, self-expression languages; processing of dialogue and productivity management skills;
4 . A perceptible attitude to the state of another, tolerance to the input, which is fundamentally for the processes of social solidarity.
Meetings with representatives of another culture - a fundamental event. It allows you to feel your own cultural originality, respectively, to realize the contours, the appearance, finally, the very fact of the existence of its culture in a number of others.
The issue of the formation of a multicultural society and the preservation of its stability is one of the priority issues of the internal policy of our state. Public policy priorities related to strengthening interethnic consent are reflected in the activities of the Ministry of Culture and Information.
In the Republic of Kazakhstan, the problems of introducing an ethno and polycultural component in the maintenance of modern education are devoted to J.J. Nauryy, M.Kh. Baltabaeva, B.E. Cairova and others. In them, researchers emphasize that the complex stage of the formation of civil identity in the Republic of Kazakhstan is not possible without the preservation of the national identity of the peoples inhabiting its territory. This problem is relevant for many polycultural states, in particular Kazakhstan.
Kazakhstan - A multinational state, more than 130 nations and nations live here. In our school, children 29 nationalities are studying. How not to offend, do not comprehend in something of a person of one or another nation? Always these questions face each who works with people, and with children especially. How to love, construct a number of sitting comrade, despite the wrong eye cut, possibly skin color.
The upbringing of a multicultural personality and multilingual individual, a citizen of his fatherland, is a strategic goal of modern education and meets the requirements of the state policy of the Republic of Kazakhstan and other polycultural states.
"Futureour culture mankind sits Now at the desk, it is still very naive, trusting, often. It is entirely in our adult hands. What we form them, our children - they will be like that. And not only they. So there will be a society in 30-40 years, society, built by them on those ideas that we will create. "
These words B.M. Nemensky suggests that the school decides that they will love and hate, what to admire and be proud of what they will be happy, and what to despise people in 30 to 40 years. This is closely connected with the worldview of the future society. The formation of any worldview cannot be considered complete, if the aesthetic views are not formed (aesthetics (from the Greek, which feels) is the sensual knowledge of the world). Without aesthetic relationship, the worldview cannot be truly solid, capable of increasing reality in its entirety. "How it is impossible to imagine human society without the history of his cultural and artistic development, it is also impossible to imagine a cultural person without developed aesthetic views."
In recent years, attention has increased to the problems of theory and practice of aesthetic education as the most important means of forming a relationship to reality, the means of moral and mental education, i.e. As a means of forming a comprehensively developed, spiritually rich personality - a policultural personality.
The polycultural personality should have enough A bright artistic and aesthetic consciousness: developed imagination, sophisticated feelings, with a beautiful, ability to appreciate the beauty, artistic taste, the ability to understand the works of art, which is brought up by theater, cinema, television, literature, music lessons, painting.
The polycultural educational space provides a dialogue of cultures, the integration of knowledge in a holistic picture of the world, cultural reflection, self-regulation, livestock, self-development, correctness of decisions in selection situations.
And to form a polycultural personality and aesthetic culture, "many writers, teachers, cultural figures (DB Kabalevsky, A.S. Makarenko, B.M. Nemensky, V.A. Sukhomlinsky, L.N. Tolstoy, KD . Ushinsky), - especially important in the most favorable younger school age, and on average and older continue. The feeling of the beauty of nature surrounding people, things creates special emotionally mental states in the child, excites direct interest in life, exacerbates curiosity, develops thinking, memory, will and other mental processes.
Teach to see beautiful around yourself, in the surrounding reality The system of aesthetic education is called upon. In order for this system to impact the child most effectively and reached the goal, B.M. Nemensky allocated its next feature: " The aesthetic education system must be, first of all, the unified, uniting all objects, all extracurricular classes, the whole social life of a schoolboy, where every subject, every type of occupation has its own clear task in the formation of aesthetic culture and student of a schoolboy " .
Any item, be it mathematics, physical education, environmental education causes certain emotions in the schoolchildly through its material, since "in any subject there is a more or less aesthetic element." To become a means of aesthetic education, the teacher is quite creative to approach the subject of their science, awaken creative interest in his schoolchildren.
In the lessons of the Russian language, the lexical material provided by the textbook is widely used, in which you can learn knowledge from a field of one or another culture, and the texts of the literature make it possible to arrange a roll of epochs, nations, nations, states.
In the 6th grade in the lessons of the Russian language, when studying the topic "Normal name", you can travel to the city-Museum St. Petersburg and learn the story of the appearance of this city, the history of the creation of his parks, streets, houses, etc., and when studying the topic "Lexik" In general, the scope for creativity. You can visit a number of foreign countries and get acquainted with their culture, customs, look into the past, enrich yourself with knowledge and impressions.
From my observations, I can say the following: The smaller the children, the greater they are behind them, fire, response to your offer. Studying fairy tales, children get acquainted with representatives of different cultures, which has a beneficial effect on their mentality. Acquaintance with the customs and traditions of this or that nation can be continued on extracurricular hours of communication.
In the 5th grade, you can start with the manufacture of books, kids, in which children will first record the fairy tale on some proverb or saying, then illustrate it, will be issued, they will introduce their classmates with them and will take a worthy place at the book exhibition.
I reflect on why So much confusion in the world, and come to the conclusion: the origins of the spiritual, the man lost its roots. He knows nothing about his ancestors until the seventh knee, as it was before. Therefore, I try on my extracurricular events to cause this interest, glowing. The wise said: "Who knows the depth of his history, he can freely call him a citizen."
Where to extract this spiritual? I found it in collaboration with the music teacher.
After all, "Music is the language of the soul, the life of the soul, expressed in sounds," the composer A.N. Sedov says, "she has a huge role in the aesthetics of the design and life of the lesson, and the depth of knowledge."
Music verse ... Music prose writer ... Spirit of music ... These familiar expressions talk about the close penetration of two types of art - literature and music.
Attracting music for literature lessons is one of the most important aspects of the implementation of interdisciplinary connections that contribute to the formation of the worldview of students, their aesthetic development. Listening to the musical works in their comparison with the works of literature expands the knowledge and skills and skills of students acquired in the lessons of music
Need to know: Aesthetic education is carried out by a complex of funds. It is implemented primarily in the lessons of literature, music, visual art. In extracurricular time, it is carried out in the work of circles, studios, groups of amateur amateur, theaters.
The indicators of aesthetic pupil are the presence of aesthetic needs, knowledge, feelings, tastes, aesthetic skills, abilities, art.
Promotioneducation of students like policultural individuals, you can use the following forms of lessons - this is a lesson, a concert where children read, sing songs, dance. It is good to conduct such lessons in the lessons to consolidate knowledge, in the lessons of generalizations and systematization of knowledge. In grade 5, I spend the "village gatherings", "Maslenitsa", in the 6th grade, children love the myths of ancient Greece very much.
Based on these myths, You can hold a number of non-standard integrated lessons and extracurricular activities that I do. During the extracurricular event, the MiFs of Ancient Greece in Literature and Arts sounded the music of the Georgian composer Basaly, the artist's workshop worked. Discussing the work of D.Ludona "Love for Life", we first felt how quickly and for nothing people could lose life, but I want to live. Students were amazed by the struggle of this man for life and admire his decency (there was no bone of Bill).
Believe:after such conversations, it remains for a long time in the memory of children.
As mentioned above: to bring students to art should be started with younger school age.
My students grade 8 the church chant in the lessons on the "Word about the regiment of Igor", but already closer was the audition of the song "Not Shumi, Mati, Green Dubravushka" when studying the "Captain Daughter", students were able to write an essay of the miniature "that I felt and Seredid, listening to this song. "
In lessons and extracurricular activities You can listen to romances and songs not only performed by famous singers, but also students themselves. In grade 9, by gathering under the green lampshade, we considered the paintings by M.Lermontov, performed and listened to his romances, played scenes from the drama "Masquerade". After such lessons and events, students thank and ask continuation of discoveries.
Non-standard forms Conducting lessons give positive emotions that have a beneficial effect on the growth of knowledge of knowledge. Look inside the literature lessons in the 11th grade of the film "Master and Margarita", "Dog's heart" gives rise to a flow of questions, emotions, conversations. There is an interesting dialogue. We are just people who are interested in communicating.
Studying creativity M.TSvetayeva, O. Martelstama, R. Obanensky, V.Vysotsky, listen to the poems put on music, we look at the footage of your favorite films "Cruel Romance", "Irony of Fate, ...", "Seventeen Moments of Spring". And in the compositions-reflexes, warm words of gratitude and appreciation appear in the fact that the music helped closer to understand these poems and resolve some of the life situations that the guys were discovered for themselves before.
- Theme of the Second World War - This is a wide field of activity for the teacher. By composing the script of the lesson, a concert lesson, presentation, I think about what kind of educational function it will carry, how to influence the mind, soul and heart of the child. And when I read the writings-reflection, reviews, I understand: the children do not know much, and it is interesting to them. Conducting a long rehearsal, children get closer to each other, a teacher for them at the rehearsals of their friend and assistant. Participants unites the common cause, interest, they see the teacher on the other side, and they themselves are revealed in a new way. And as a result of such a long-term communication - an increase in motivation to study.
Today there is such an opportunity, how to use multimedia, video, which expands cognitive interest.
Output: What are the possibilities of the medium in the formation of the aesthetic component of the polycultural personality. I can offer your own experience as follows:
Non-standard forms of conducting lessons and extracurricular activities: Lessonism, Lesson, Lesson - Travel, Competition, KVN, Competition, Knowledge Auction, Miracles, -Presenting, -Concert.
These types of lessons contribute to the interest to the subject, the problem. But this is not only interested on the part of students, but also the development of their creative abilities.
School years - this is perhaps the most difficult and responsible time for the formation of a human personality . The teenager and boys have a very thin and extremely sensual inner world, full of deep experiences. His soul is similar to a fragile and a very tender tool with which it is necessary to communicate carefully to suddenly do not hurt the strings, which are so emotionally react to the most seemingly invisible life situations. It is necessary to ensure that the strings of these sound clean and clear so that there is no deaf tone, so that no grape rust touched them. And here art, aesthetic education can play an invaluable role. As V. A. Sukhomlinsky said: "Teenager wants to be good, seeks to ideal and at the same time does not tolerate, so that it is brought up, does not tolerate that" bare "ideas, trends that sometimes becomes a real disaster of school education." Apparently, art and allows you to give a lesson of morality, not clotheled in the form of adequateness.
CHAPTER I. Theoretical and methodological basis for the formation of the policultural personality of future specialists of the social sphere in teaching a foreign language in high school
1.1. Theoretical and methodological foundations of the concept of "Polycultural Person" .-.
1.3. Pedagogical ability to use the subject "Foreign language" in the formation of a polycultural personality.
Conclusions on chapter 1.
Chapter II. Experimental work on the formation of the multicultural personality of students - future social specialists in teaching a foreign language in the university.
2.1. Pedagogical conditions for the formation of the polycultural personality of future social specialists in teaching a foreign language.
2.2. Organization of experimental work and the results of a stateing experiment.
2.3. Implementation of pedagogical conditions for the formation of the polycultural personality of students in teaching a foreign language.
Conclusions on chapter II.
Recommended list of dissertations
Formation of a tolerant personality of a student by means of a foreign language in the conditions of the cultural space of the university 2009, Candidate of Pedagogical Sciences Vasilyeva, Aida Allegovna
Formation of the multicultural competence of future teachers in the process of learning a foreign language 2009, Candidate of Pedagogical Sciences Lunyushkin, Irina Sergeevna
Policy education of university students based on a systematic approach: on the example of a foreign language learning 2011, Candidate of Pedagogical Sciences Abramova, Ekaterina Andreevna
Education of the policultural personality of students in the process of studying a foreign language: on the material of secondary schools and youth organizations 2009, Candidate of Pedagogical Sciences Bogov, Nina Vasilyevna
Formation of the multicultural competence of students of custody: on a foreign language learning material 2008, Candidate of Pedagogical Sciences Guryanova, Tatyana Yurevna
The dissertation (part of the author's abstract) on the topic "Formation of the multicultural personality of future social specialists in teaching a foreign language in high school"
The relevance of the research topic is due to the following factors.
First, the peculiarity of modern society is the rapprochement of countries and peoples, strengthening their interaction, the globalization of the world as a whole. The positive nature of the development of the process of cultural globalization, which affects all parties to the life of modern society, largely depends on how in the system of higher education will address the training of students - future specialists to multi-level interaction within a varied spectrum of intercultural communications.
Globalization with its contradictory phenomena, which has a tendency to strengthen, put forward a priority task before education - the preparation of future specialists in professional activities in the conditions of a polycultural environment, the formation of skills to communicate and cooperate with people of different social groups, nationalities, religion. Therefore, the problem of the formation of a polycultural personality capable of looking and finding ways to resolve sociocultural friction, tolerance becomes becoming increasingly relevant.
Speaking about the policulture as the ability to conduct a dialogue, to understand a person of another culture, to perceive him as it is, to support him in a critical situation, and as well as the possibility of enriching his culture, when, understanding the other, enriches himself, it can be argued that it is a polyculturity that Personality is one of the effective means of opposition to the negative consequences of globalization, a mitigating factor in globalization processes.
Secondly, professional training carried out in the framework of the highest professional educational institution must pursue the purpose of acquiring the future specialist of the social sphere of professionalism in a broad sense, i.e. To be learned to absorb not only the professionally necessary knowledge and skills, but also on the formation and improvement of professionally significant personal qualities, which are inalienable components of the professionalism of a specialist. In this regard, the formation of a polycultural personality occupies a significant place in the preparation of a qualified specialist.
At the same time, the modern educational process of the university is still traditional and does not have sufficient potential to solve this problem. One of the reasons for this is the absence of a holistic concept of the formation of a student's polycultural personality in the educational process by means of training items. But there is a combination of philosophical, psychological, pedagogical ideas that are able to become the basis for creating a complex of conditions for the effective formation of the multicultural personality of future social specialists in teaching a foreign language.
The problem under study in certain aspects finds its theoretical and methodological substantiation in the works of many modern scientists.
Analysis of works M.M. Bakhtina, B.C. Bibler, C.JT. Frank, Z.A. Malka, M.S. Kagan, Yu.M. Lotman and others allows us to understand the leading role of culture as a factor that gives the value of life raising tolerance and stimulating self-development.
To understanding the essence of the phenomenon of the polycultural personality, we are supposed to be the ideas of N.K. Roerich about "benefactor synthesis", under which the "unity of cultures" is understood, creating the beneficial cooperation of people, the view of Ya.A. Komensesky about the need to form students to live in peace with others, carry out mutual responsibilities, respect and love people, works by A.J. philosophers Toynby, Yu.V. Yakovtsa on the integrity of the cultural and historical development of mankind and the presence of some similar principles of the functioning of cultures of different peoples. The allocation of individual, original cultural worlds, attempts to answer the question of the nature of the interaction between them largely led to modern approaches to the determination of polyculturity and policultural education. At the heart of these theories - the ideas of the uniqueness and the uniqueness of each culture and the need for a dialogue between them.
Relying on the study of psychologists, we can comprehend the formation of the personality polyculturity as spiritual and practical activities aimed at comprehending the truth, entering the culture (JT.C. Vygotsky, A.N. Leontyev), cultural change of the personality itself (V.D. Shadrikov) .
The value of communication, dialog interaction in the formation of a polycultural personality was considered on the basis of works by B.G. Ananeva, A.G. Asmolova, C.ji. Bratchenko, M. Bober, M.M. Bakhtina, B.C. Bibler. Provisions MM Bakhtin about a person as a unique world of culture, which joins interaction with other personalities - carriers of an individual culture, creating itself in the process of such interaction and affecting others, contribute to the most complete understanding of the essence of the phenomenon of polyculturity.
Theories of personality-oriented education (E.V. Bondarevskaya, V.V. Serikov, I.S. Yakimanskaya, etc.), the provisions of humanistic pedagogy on pedagogical communication as free, spiritual, cultural interpersonal interaction are largely important for disclosure. NB Krylova, Z.A. Malkova, S.D. Polekov), ideas for the formation of humanistic identity or . At. Platonov, etc.)
The scientific works on the integration of the cultural component in the process of learning a foreign language of domestic and foreign researchers (M. Bayram, M. Bennett, K. Grant, V.V. Safonova, P.V. Sofafova .P. Halyapina, etc.)
Issues of implementing a personal-oriented approach in learning a foreign language, as well as the formation of a polycultural language personality paid much attention in the works of domestic researchers (I.L. Bim, I.A. Winter, E.I. Passs, G.V. Rogova, . In. Safonova, P.V. Sysoev, L.P. Khalyapina, etc.)
Ideas of pedagogy self-development developed by L.N. Kulikova, N.G. Grigorieva, namely, a look at the self-destruction of the person as a process of the all-life-producing human disposal, due to the building of the worldview and the value system, is invaluable to understand the mechanisms for the formation of a polycultural personality.
Comprehend the need and relevance of the formation of the polycultural personality of social specialists help the work of S.B. Yipalnova, PA. Winter, E.R. Yarskaya-Smirnova, GSh. Citkipova, V.D. Alperovich. The process of becoming a social worker as a professional analyzed by V.G. Bocharova, I.A. Winter, P.D. Pavlek, A.M. Panov, L.V. Topchim, E.R. Yarskaya-Smirnova. The analysis of the works of the listed authors allowed us to conclude that, thanks to the formation and consolidation of such qualities as empathy, tolerance, openness in communication, emotional sustainability, a social worker can more effectively carry out professional activities.
Basic works for this study are scientific works on the polycultural educational space V.P. Borisenkova, O.V. Gukalenko, A.Ya. Danshpoka, G.V. Palatkina, V.V. Makayev, Z.A. Malkow, L.L. Supboy, GD. Dmitriev, about ideological foundations of polycultural education in the modern world A.N. Gurinsky, theoretical foundations of the polycultural education and the formation of the polycultural personality L.V. Kolobova, Yu.S.
Davydova, A.A. Radiaeva, O.V. Gukalenko, pedagogical conditions of polycultural education R.I. Baichorova, the ideas of polyculturity in the educational process of the university A. Belogurov, the polycultural landmarks in the formation of a dautte house, in which the polycultum is a powerful tool for creating a favorable, humane social climate, which contributes to the harmonization of the relations of representatives of various civilization titles and cultures.
It should be noted that the process of forming the multicultural personality of students - future social specialists was not subject to a special study. The analysis of scientific works has shown that at present there is no uniform opinion on the phenomenon "The Polycultural Person", not given a capacious and exhaustive definition, there is no commonly recognized structure of the polycultural personality of a social sphere specialist, the possibilities of a foreign language are not fully defined in the formation of polyculturity.
Thus, today there has been a certain contradiction between the cultural personality of a specialist of the social sphere, which is able to and ready for full interaction with representatives of various cultural groups in the framework of the fulfillment of professional duties, and the insufficient development of pedagogical conditions that contribute to the successful formation of the medical personality of the specialist in the framework of the global world. Social sphere in training in a foreign language in high school.
The problem of research is that, on the one hand, there are a social and pedagogical need for such an education, which ensures the effectiveness of the process of forming the policultural personality of social workers, and seriously bore in science, and on the other - there is no holistic pedagogical concept, the pedagogical conditions have not been developed To ensure the effective formation of the polycultural personality of social specialists in teaching a foreign language in high school.
Taking into account practical significance and at the same time, the lack of theoretical development of the problem was determined the topic of study: "Formation of the policultural personality of specialists of the social sphere in teaching a foreign language in the university."
Object of research: educational process in high school.
Subject of research: The process of forming the multicultural personality of future social specialists in teaching a foreign language in high school.
The purpose of the study: to disclose the essence of the process of forming the multicultural personality of future social specialists in teaching a foreign language as a psychological and pedagogical phenomenon, to develop and experimentally check the complex of pedagogical conditions for increasing its effectiveness.
Based on the purpose of the study, we defined the following tasks:
1. Determine theoretical and methodological prerequisites for researching the problem of forming the multicultural personality of future social specialists in teaching a foreign language in high school.
2. To clarify the essence of the concept of "polycultural personality", to determine the structure, criteria, indicators and levels of its formation.
3. To identify the pedagogical opportunities for the use of a foreign language in the formation of students' polycultural personality.
4. Scientily substantiate a set of pedagogical conditions that ensure the effectiveness of the process of forming the multicultural personality of students - future specialists of the social sphere.
In accordance with the object, the subject, the purpose and objectives of the study, the following hypothesis was put forward:
The policulture is one of the main professional characteristics of a social specialist, which allows him to effectively carry out his professional activities in the cultural diversity of society.
One of the sources encouraging and intensifying the process of forming the multicultural personality of future specialists of the social sphere is a foreign language. Accounting and implementation of such principles as a dialogue of cultures, bilingual training, independent search and research activities, interactive interaction with representatives of the policultural world, training in the conditions integrated into the educational process of the natural polycultural language environment allow you to most effectively implement the process of forming the multicultural personality of students.
The process of forming a multicultural personality of future social workers in teaching a foreign language will be held more successfully and efficiently when implementing the following pedagogical conditions:
1) the proper selection of the theme and structuring of the content of educational material in a foreign language on the basis of a socio-cultural approach and the principle of professional orientation;
2) the use of interactive forms and methods in the learning process (discussion, role-playing, dramatization, presentation, Internet communication, design technologies);
3) humanization of the interaction of subjects of the educational process: the interaction of the teacher and students on a dialogue-based basis, in the framework of cooperation and creation.
The methodological basis of this study is:
Philosophical ideas about the multigid phenomenon "Culture" (M.S. Kagan, M.M. Bakhtin, V.M. Interheev, Ji.h. Kogan, N.K. Rerich, G.P. Lyzletsov, Yu.M. Lotman , Yu.M. Reznik, etc.);
The ideas of "dialogue of cultures" and the concept of polycultural education (M.M. Bakhtin, BC Bibler, M. Buber, K. Yaspers, M.S. Kagan, V.P. Borisenkov, O.V. Gukalenko, A.Ya. Danilyuk , G.V. Palatkina, V.V. Makaev, Z.A. Malkova, Ji.jl Suprunova, GD Dmitriev, A.N. Giurinsky, etc.);
Psychological and pedagogical foundations of social work as a scientific theory and professional activity (EI Holodova, G.P. Medvedev, I.A. Winter, Ji.B. Topchy, V.Sh. Maslennikova, E.R. Yarskaya-Smirnova , O.Yu. Makarova, P.Ya. Zittikilov, V.D. Alperovich);
Theoretical foundations of a personal-oriented, sociocultural approach, communicative directions in language pedagogy (V.V. Safonova, P.V. Sysoev, I.L. Bim, I.A. Winter, G.V. Elizarova, E.I. Passs , I.I. Khaleeva and DR-);
Concepts of the polycultural language personality (L.P. Khalyapina, P.V. Sysoev, L.V. Kolobova);
Positions of humanistic pedagogy, pedagogy self-development in understanding pedagogical communication as a free, spiritual, cultural interpersonal interaction (Z.A. Malkova, L.N. Kulikova, N.G. Grigoriev).
To implement the purpose of the study, the following research methods were used to solve the tasks and verification of the initial theoretical provisions: theoretical (analysis of philosophical, psychological and pedagogical, methodological literature on the problem of research); empirical (observation, survey, testing, pedagogical experimental work); Mathematical statistics methods (parametric T-stunt criterion, tabular and diagram interpretation of data).
The main scientific results were received personally by the author, their scientific novelty is as follows:
The concept of "polycultural personality" is clarified;
The structural components and criteria for formation of polyculturity (cognitive, motivational and affective and behavioral) are defined.
The pedagogical conditions for the successful formation of the multicultural personality of future specialists of the social sphere are scientifically substantiated and confirmed;
It has been proven that the introduction of a special course "overcoming misunderstanding in the Policy World" and the study manual "Social work: What does this mean?" Social work: What does this mean? " It has a positive effect on the process of forming the polycultural personality of future social workers.
The theoretical significance of the study is to systematize scientific ideas about the process of forming the multicultural personality of future social specialists in teaching a foreign language; the substantiation of structural components and criteria for formation of polyculturity (cognitive, motivational-affective and behavioral); Allocation of the principles actualizing the pedagogical possibilities of a foreign language in the formation of the multicultural identity of students (dialogue of cultures, bilingual training, independent search and research activities, interactive interaction with representatives of the policular world, training in the conditions integrated into the educational process of the natural policular language environment).
Practical significance is that we have developed pedagogical conditions intensifying the process of forming a field personality of future social specialists in teaching a foreign language, criteria and rates of formation of a multicultural personality are identified. The results obtained during the experimental work can be used:
In the development of didactic and methodological materials in the process of learning a foreign language of students of higher educational institutions;
In the use of special course "overcoming misunderstanding in the policultural world" and the study manual "Social work: what does this mean?" In practice practice, not only at the Social and Humanitarian Institute of the Far Eastern State University of Payments, but also in other universities engaged in the professional training of social specialists.
The reliability of the study is ensured as follows: the study methodology, which is based on the synthesis of philosophical, psychological, pedagogical provisions; adequacy of research methods goals and objectives; used methods of data statistical data; The author's participation in experimental work that confirmed the legitimacy of the hypothesis extended.
In connection with the study of the designated problem, the following provisions are made:
1. Personality polyculturity is one of the main professional characteristics of a social specialist, allowing him to effectively carry out his professional activities in the cultural diversity of society.
The polycultural personality is a person who perceives itself as a subject of a culture polylog, which has an active life position, which has a developed sense of empathy and tolerance, emotional sustainability capable of productive professional activities in the cultural diversity of society.
The prerequisite for the formation of the multicultural personality of the future specialist is to understand its essence as a set of cognitive, motivational-affective and behavioral components.
2. The main criteria for the formation of a multicultural personality are: cognitive (knowledge of culture as a social phenomenon, on the trends in the development of the modern policular world, the idea of \u200b\u200bthe polylogging of cultures as the only possible philosophy of existence, the specifics of social work, awareness of its own multicultural affiliation), motivational and affective ( The manifestation of empathy, tolerance, emotional stability, humanistic orientation) and behavioral (the ability to apply adequate means in solving professional problems of interaction with people, the ability to remove tensions in relationships, conflict resistance).
3. A foreign language has the necessary potential in the formation of the multicultural personality of future specialists. This potential will be fully implemented if the following principles are taken into account: the principle of the dialogue of cultures, bilingual training, independent search and research activities, interactive interaction with representatives of the policular world, training in the conditions integrated into the educational process of the natural policultural language environment.
4. A complex of pedagogical conditions contributing to the effective formation of the multicultural personality of future social specialists includes:
1) proper selection of themes and structuring of the content of educational material in a foreign language based on a socio-cultural approach and the principle of professional orientation;
2) use of interactive forms and methods in the learning process (discussion, role-playing, dramatization, presentation, Internet communication, project technologies);
3) humanization of the interaction of the subjects of the educational process: the interaction of the teacher and the student on a dialogue-based basis, in the framework of cooperation and creation.
Approbation and implementation of the results of the study were conducted from 2004 to 2008 at the Department of "Foreign Languages" of the Far Eastern State University of Communications. The main results and conclusions of the study were reported: at the XV International Conference of Students, Graduate Students and Young Scientists "Lomonosov-2008" (Moscow, April 7-9, 2008); an interregional scientific and methodological conference "Problems of integrating Russian education into the world educational space" (Khabarovsk, 18 - November 20, 2008); The 45th International Scientific and Practical Conference of Archings of Transport Universities, Engineering Workers and Representatives of Academic Science "Innovative Technologies - Transport and Industry" (Khabarovsk, November 7-9, 2007); an interregional scientific and methodological conference "Management of the quality of education and the integration of universities in the International Educational Space" (Khabarovsk, November 28-30, 2006); international symposia "Cultural and Economic Cooperation of the Northeast Asian countries" (Khabarovsk, May 18 - 19, 2005, May 18-19, 2006); Interregional Scientific and Practical Conference "Society, Man, Power: Prospects for Interaction" (Khabarovsk, 29-30 December 2006); At meetings of the Department "Social work and sociology" and the Department "Foreign Languages" of the Far Eastern State University of Communications.
Organization of research
The main experimental base of the study was the Far Eastern State University of Communications. The study was conducted from 2004 to 2008, in three stages:
The first stage (2004-2005) is the study and analysis of philosophical and psychological and pedagogical literature on the topic, theoretical understanding of the problem, determination of the scientific apparatus of the study.
The second stage (2005-2006) is the observation of the educational process in the Social and Humanitarian Institute of the Russian Federation, the implementation of a statement experiment, clarify theoretical provisions of the study.
The third stage (2006-2008) - the implementation of transformative experimental work on the basis of the Social and Humanitarian Institute
Farm, processing and analysis of the results of the research, evaluation of the effectiveness of the proposed pedagogical conditions, clarification of the theoretical and practical conclusions, systematization of the data, the design of the dissertation study.
The dissertation structure reflects the overall logic of the study and consists of an introduction, two chapters, conclusion, a bibliographic list, including 223 names, 8 applications. The paper presents 8 tables and 21 drawings.
Similar dissertation work in the specialty "Theory and Methodology of Vocational Education", 13.00.08 CIFR WAK
Formation of college students readiness services for professional multicultural interaction 2007, Candidate of Pedagogical Sciences Cune, Nina Viktorovna
Formation of a culture of professional communication of the future translator in a policular educational environment 2009, Candidate of Pedagogical Sciences Fokeeva, Julia Aleksandrovna
Multicultural education of university students in a foreign language learning process 2011, Candidate of Pedagogical Sciences Sergeeva, Irina Vitalevna
Formation of ethnic tolerance of students in a polycultural environment: on the material of German-speaking culture 2011, Candidate of Pedagogical Sciences Ramazanova, Maryam Mugutinovna
Formation of the communicative competence of the future teacher in the context of polycultural education: on the example of studying foreign languages 2005, Candidate of Pedagogical Sciences Eremin, Victoria Mikhailovna
Conclusion of dissertation on the topic "Theory and Methods of Vocational Education", Agrant, Julia Vladimirovna
Conclusions on chapter II
1. Analysis of the theoretical foundations of the formation of a polycultural personality of a specialist and pedagogical potential of a foreign language in the development of polyculturity allowed us to determine that the process of forming the multicultural personality of future social workers is most effective in implementing the following complex of pedagogical conditions:
Proper selection of themes and structuring of educational material in a foreign language based on a socio-cultural approach and the principle of professional focus;
Use of interactive forms and methods in the process of learning a foreign language (discussions, role-playing, dramatization, presentation, Internet communication, project technologies);
Humanization of the interaction of subjects of the educational process: the interaction of the teacher and students on a dialogic basis, in the framework of cooperation and coactivity.
2. Analysis of the data of the stating experiment revealed the level of formation of a multicultural personality below the average for all criteria and confirmed the need to organize targeted work on the formation of a policultural personality of a social specialist in the process of learning a foreign language. The stating experiment confirmed the relevance of the problem of the formation of the multicultural personality of future specialists, since in the process of the study found a low level of students' awareness about the peculiarities of the development of the modern policultural world, about the phenomenon of culture, the lack of understanding of its own polycultural affiliation (cognitive criterion). At the stating stage of the experiment, students of the experimental group (53.1%) and students of the control group (50%) showed a low level of empathy, the low level of communicative tolerance was revealed from students EG (65.6%) and students kg (47.1%) . The level of high conflict is characteristic of EG students (3.1%) and students kg (5.8%).
3. In the process of learning a foreign language, a special work was introduced by the Social Work: What Does IT Mean? Social work: What does this mean? ", Speccars" Overcoming Misunderstandings in a Multicultural World. Overcoming misunderstanding in the policultural world, "as well as tasks for the implementation of presentations and group projects on the topics of the course.
4. The results of the forming experiment showed the following: in the experimental group, the level of awareness of students was significantly increased;
There was a positive dynamics for changing the level of empathy, communicative and general tolerance;
Significantly declined the number of students with a pronounced level of conflict, the number of students with a high level of conflict was reduced to zero. The method of observation of students in the process of work made it possible to identify positive changes in the behavior of students, the acquired ability to refrain from sharp unjustified statements to fellow students.
5. Thus, the process of forming the policultural personality of social specialists in teaching a foreign language can be effective when complying with a number of the above pedagogical conditions.
Analysis of the growth dynamics of students' personal polyculturity indicators convincingly proved the possibility of work in this direction. The accuracy of the results of the experimental work was determined on the basis of high-quality and quantitative analysis.
Methods of mathematical statistics (parametric criteria of T-Student's differences), table and diagram interpretation of data confirm the correctness of the hypotheses and the effectiveness of the funds applied by us.
Conclusion
Appeal to the problem of the formation of the polycultural personality of students in the highest school:
1) with the requirements of modern society to a graduate of the university as a specialist with a high level of policulture, which is the key to successful livelihoods in many areas;
2) the need of a developing social sphere in Russia in a social worker-humanist, capable of creativity, innovation, which has special ethics of behavior.
Purpose of the study:
Reveal the essence of the process of formation of the polycultural personality of social specialists in teaching a foreign language as a psychological and pedagogical phenomenon;
Develop and experimentally check the complex of pedagogical conditions for increasing its effectiveness.
During the study, the following results were obtained. The content of the Polycultural Personality concept is refined and supplemented, the essence of this phenomenon is disclosed. The polycultural personality is defined by us as a person who perceives itself as a subject of a culture polylfown, which has an active life position, which has a developed sense of empathy and tolerance, emotional sustainability capable of productive professional activities in the cultural diversity of society. The polycultural personality is a complex structural phenomenon consisting of cognitive, motivational-affective and behavioral components, which simultaneously act and the criteria for its formation.
Indicators of the formation of a polycultural personality are: knowledge of the current trends in the development of the policultural world, the processes of globalization, the culture of both a social phenomenon, the cultural diversity of the modern policultural world; awareness of its own multicultural affiliation, knowledge of the characteristics of various cultural groups, their norms and traditions of interpersonal interaction; Empathy, tolerance, emotional stability, humanistic orientation, the ability of positive interaction with representatives of various cultural groups, a high level of conflict resistance.
An analysis of scientific literature on the issue of research allowed us to allocate three levels of development of personality polyculturity: high, medium and low.
To the type of students with a high level of polyculturity, those who have a high level of awareness of the main trends in the development of the modern policultural world were attributed. The position of the personality is characterized by the manifestation of patience and respect for the other, high level of empathy, the ability to apply adequate tools to solve professional tasks of interaction with representatives of various cultural groups, a high level of conflict resistance.
The average level is characterized by incomplete formed by the integral structure of a polycultural personality, uneven development of all its components. The manifestation of this personality quality at an average level includes the ability to analyze existing problems, choose the most effective ways to solve emerging tasks, while the insufficient level of development of such qualities as empathy and tolerance, situational manifestation of pronounced conflicties.
The characteristic signs of a low level of the polycultural personality are the passivity, insufficient level of the development of empathy and tolerance, the manifestation of the trend of assessing other people, based on their own "I", inability to smooth out unpleasant impressions when a collision with noncommunicable qualities of people, the tendency of "customized" of partners for themselves, low conflict resistance.
The theoretical study showed that the "foreign language" as a subject is able to have a positive effect on the development of the policultural personality of a social specialist. Accounting and implementation of the principles of the dialogue of cultures, bilingual training, independent search and research activities, interactive interaction with representatives of the policular world, training in the conditions integrated into the educational process of the natural polycultural language environment makes it possible to most effectively implement the process of forming the multicultural personality of students.
The theoretical study made it possible to formulate the pedagogical conditions for the effective formation of the polycultural personality of social workers: the proper selection of the subjects and the structuring of the content of educational material in a foreign language based on a socio-cultural approach and the principle of professional orientation; use of interactive forms and methods in the learning process (discussion, role-playing, dramatization, presentation, Internet communication, project technologies); Humanization of the interaction of subjects of the educational process: the interaction of the teacher and students on a dialogue-based basis, in the framework of cooperation and creation.
The state-standing experiment made it possible to conclude a rather low level of formation of student personality polyculturity and confirmed the need to implement pedagogical conditions that increase the effectiveness of this process.
For the successful implementation of pedagogical conditions for the formation of the policultural personality of students, a special course and a training manual based on a socio-cultural approach in the teaching of a foreign language and the principle of professional orientation was developed.
A comparative analysis of the dynamics of the formation of the polycultural personality of students has established a direct dependence of the effectiveness of the process of forming a polycultural personality in teaching a foreign language from the completeness and quality of the fulfillment of the specified pedagogical conditions. In the experimental group, high and medium level of polyculturity becomes the predominant for each indicator. Students attributed to the low level of polyculturity were significantly dressed. In the control group, a minor increase in the level of polyculturity occurred. Middle and low levels remain prevailing in the control group. The percentage difference in the levels of formation of a polycultural personality in the control and experimental groups is explained by the fact that the process of forming the polycultural personality of students of the experimental group was carried out in accordance with targeted organized work. In the group, pedagogical conditions were created and carried out in order to increase the level of students' polyculturity.
Experimental work confirmed the position of the hypothesis claimed by us that 1) the personality polyculturity is the main professional characteristics of a social specialist and that 2) a foreign language is one of the sources that encourage and intensify the process of forming the multicultural personality of future social workers.
On this basis, it is possible to conclude about the achievement of the purpose of the study. At the same time, the study does not cover the entire range of issues related to solving the problem of the effective formation of the policultural personality of students. The subject of further scientific searches can be the development and implementation of a model for the formation of the polycultural personality of students using all the possibilities of the educational process of the university and the development of new technologies for the development of polyculturity.
In the context of our study, we have developed the following materials: the special course "Overcoming MisunderStandings in a Multicultural world.
Overcoming misunderstanding in the Policy World "and the textbook" Social Work: What Does It Mean? Social work: what does this mean? "; Effective complex of pedagogical conditions for the formation of the policultural personality of students in foreign language classes; Criteria and indicators for the registration of the formation of polyculturity, which, when used in the system of higher professional education, make a significant contribution to the solution of the social task of improving the quality of training specialists not only the social sphere, but also by production, allowing you to prepare new personnel for innovative Russia.
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