Existential-reflexive strategy of didactic communication: psychological explication

Abstract

Introduction. Psychologically competently and accurately organized and implemented didactic communication between the student and the teacher is one of the leading conditions for the success of education and upbringing.Problem statement. The existing set of methods, technologies, principles, models of didactic communication sometimes describes completely different strategies for its construction and implementation. The requirements and basic postulates of different strategies can not only differ significantly, but also directly contradict each other. The strategies themselves can be applicable and effective in a certain range of educational situations, which must be taken into account in order to successfully build didactic interaction with students. The purpose of the study is an attempt to systematize the ideas about the strategies of didactic communication with students, who, with varying degrees of effectiveness, use teachers in the practice of current educational interaction.Methodology of the study. As a basis for a comparative analysis of various strategies of didactic communication, the authors propose the key construct in the views of the teacher, spatial and temporal modes of communication, the "concept of teaching influence", the image of the student in the views of the teacher, typical communicative means, the organizational form of didactic communication reproduced by the teacher, communicative self-identification of the educator, reflection or methods of research and correction of didactic communication.Results. In the process of comparative analysis, the authors characterize the psychotechnical, consultative-psychotherapeutic and existential-reflexive strategies of didactic communication.Conclusion. It is concluded that in the real practice of educational interaction, the above strategies can be represented by numerous variations, partially intersecting and interpenetrating. However, the creation of conditions for a motivated and conscious choice by the teacher of a didactic communication strategy that, on the one hand, would meet didactic goals, and on the other hand, would correspond to his/her communicative attitudes and system of ideas, is an urgent task of the educational process. This is where educational psychology can and should help.