Влияние межпредметных связей на повышение уровня коммуникативной компетентности обучающихся вуза путем самообразования в межкультурном пространстве

In modern society more and more attention is paid to the question of the competitiveness of University graduates. The social order of society is the consideration of relations to the level of selfeducation students to the level of competence of a specialist. The increase of this level is impossible without communication educational environment of a University.

Consideration of the question of selfeducation of students on interdisciplinary level is due to a number of contradictions:

• 1)    between the social order of society, determining the strategic goal of professional education – integration of the educational process, assuming independent receive knowledge as students within the University and beyond, and University practice, not taking into account the ability of students to educate themselves on the basis of intersubject connections;

• 2)    between the need of higher education in the organization of self-educational activity of students in integrated educational space and the lack of the problem elaboration;

• 3)    between the objective need for substantive-methodological ensuring of interdisciplinary links as a means of selfeducation of students of the University and the insufficient development of the procedural aspect of named pedagogical phenomenon.

The interdisciplinary links are understood as the Interscience reflection of the objectively existing relations, expanding their horizons, ensuring the development of dialectical thinking, forming students ‘ holistic view of their future professional activity and to self-education throughout life.

On the development of pedagogical ideas of interdisciplinary connections was significantly affected by the processes of differentiation and integration of the subject areas of science, which in these days is of paramount importance in updating the content of education, its structure and methods of teaching disciplines in the University. The definition of the pedagogical ideas of interdisciplinary connections is largely due to philosophical and ideological views of teachers from different epochs and different social systems, General trends in the development of pedagogy and didactics. The solution to the problem of interdisciplinary connections in teaching occurred depending on the specific historical conditions of its development, which largely depended on the progress of scientific knowledge.

The problem of intersubject connections is not something new in pedagogical science. Its relevance determines the need to constantly refer to its history in order to better understand the importance of the problem and identify ways to further more effective implementation of interdisciplinary connections in teaching University courses.

In fact, this vast diversity of knowledge that students receive in the process of studying of many Sciences: mathematics, Informatics, physics, biology, foreign language, etc., contributes to the development of their individual consciousness, and in this fact laid down an objective need for use of interdisciplinary connections. Each science, by studying a range of phenomena, concepts, gives the student a view of only one side of the material world. Future specialist is constantly involved in the educational process, actualizing interdisciplinary connections, which are closely related, academic disciplines cannot be isolated from each other. The integration of separate disciplines into a single whole is achieved through the formation of theoretical concepts in the studied subject area, which contributes to the development of professional key competences.

The problem of interdisciplinary connections is one of the Central places in modern didactics. Based on the studies of V.N. Fyodorova who created the paradigm of developmental education, we argue that changes learning objectives. Knowledge, abilities and skills from the goals of the educational process become a means of cognitive and personal development of students. For this paradigm characterized by the priority of the psychological bases when

The influence of intersubject connections on improving communicative competence of the learners through self-education activity in the intercultural space

building instructional systems, educational technologies and methods of private DIDAKTIK.

Didactic system of interdisciplinary connections performs its deep methodological function. According to A.I. Guriev, the gist of it is that the essence of an object is not limited only by deepening inside him, characteristic of his domestic relations, and needs in determining the foreign relations of the given object. Particularly severe manifestations of this epistemological regularities found in the case when the training objective is to develop a holistic view of the world and the need of development of integrative modern thinking. In this case, the didactic system of intersubject communications is unique and cannot be replaced in the educational process [6].

Historical review of the development of the idea of interdisciplinary connections in teaching and private DIDACTICA and analysis of scientific and methodological literature led to realize the necessity of rethinking many of the problems of modern education from the point of view of the implementation of the principle of intersubject connections in practice teaching of students of the University.

Thus, the future specialist with dialectical thinking, capable of processing a variety of information, generalization and systematization of knowledge, ready to educate themselves in the process of vital activity. The main characteristics of self are his self-discipline, initiative, focus on the achievement of certain personal and socially significant educational purpose: the educational interests, common cultural and professional needs and professional development

Self-education has personal significance. It serves as a means of development of system of personal senses, allows the individual to develop an individual style of activity in accordance with the contents of its requirement of motivational sphere. Selfeducation implies not only the acquisition of social experience, but also on this basis, participation in the creation of the world and his own image in this world, the development and improvement of personality.

In the same vein, the State educational standards of higher education in the requirements to the knowledge level of a person belief about what the future specialist "is able in conditions of science development and changing social practice to revaluation of accumulated experience, is able to acquire new knowledge, ... psychologically ready to change of the type and nature of their professional activity" and "able to learn" [7].

The ability of a person to "work in the future" takes on a certain value. So, the need to prepare today's citizens "to live and work in tomorrow's world where the only constant factor is the variability," according to the documents of the international organization UNESCO in the field of education [5, p. 3].

Adaptation to independent life, preparing for her constant variability suggests the presence of some adaptive mechanisms. After analyzing the views of various authors on parenting, education and formation of the resulting identity, we arrive at the conclusion that some of these mechanisms include: 1) psychological readiness to changes in the type and nature of their activities [5; 7; 8; 11; 16 and others];

• 2)    ability to analytical action [16 and others];

• 3)    cognitive and creative activity, ability to acquire new knowledge [2 and others];

• 4)    socialization of the personality, communication skills [1; 8; 10 and others];

• 5)    ability to self - [3 and others];

• 6)    the possession of information technology

[9; 15 and others];

• 7)    various skills of independent activity [8;

• 12 and others];

• 8)    knowledge and spiritual values [14; 15 and others].

Here are the personality characteristics describe different aspects of its ability to adapt in society. It is important that they all relate to the implementation of the personality (under the influence of external conditions and/or according to internal attitudes, aspirations) some independent action – understanding the motives of their actions, determine the goals, referrals to social sources of information of their activities and so on. Note that these steps are components of self-educational activities. Then it is entirely appropriate adaptation mechanisms of personality to consider in the complex and to associate with selfeducation. Consider, first of all, the essence of self-education.

Self – education is a purposeful process of formation of human personality. The main condition for self-identity is the presence of proper self-esteem, self-knowledge, a clear conscious goals, ideals, meanings of personality.

Taking into account all the above, under the self-education we understand the complex personal formation of future specialists, the mechanism of which is the development of dialectical thinking, which allows to process information from different disciplines, to summarize it, organize and categorize for solving professional tasks, and mastery of General cultural and General professional competencies (organizational, communicative, reflexive, special professional, socio-professional [4].

In the definition of "self-education" we are faced with a definition of dialectical thinking, it is in the presentation. Dialectic (al-Greek. Διαλεκτική, is the art of arguing, to reasoning) is a method of argumentation in philosophy, the form and method of reflexive theoretical thinking that has as its subject a conceivable contradiction of the content of this thinking. In dialectical materialism is the General theory of the development of the material world and the theory and logic of knowledge. The dialectical method is Central to European and Indian philosophical traditions. The word "dialectic" derives from Greek philosophy and has become popular thanks to the "Dialogues" of Plato, in which two or more participants of the dialogue could be different views, but wanted to find truth by sharing your opinions. In this definition used the phrase "from different disciplines", which stated that the formation of communicative competence through the improvement of the student is really impossible in the process of learning one subject.

The phenomenon of intersubject connections as a means of self-education in the aspect of system, competence and integrative and modular approaches. The most effective means of solving the problem of the use of intersubject connections as a means of self-education of students is a modeling method that translates the reality into the category of theoretical construct.

The process of self-education of students on the basis of bespredelnoe can be regarded as a complex functional system with its own logic of development and relatively independent stages of flow. The structure of the self-education process consists of four main interrelated logical stages presented in this figure.

Figure 1. Structure of process of self-education

The influence of intersubject connections on improving communicative competence of the learners through self-education activity in the intercultural space

E.A. Mingazheva

The feasibility of the model is determined by the desire to achieve a certain result and its significance. Practice shows that the true effectiveness of education consists in the maximum possible match proposed objectives and of the results of all selected parameters. It is obvious that the lack of specific and nediagnostirovannoe goals obviously will bring down the tyranny and all the multifaceted and multilayered system of assessment of learning outcomes.

The communicative function is reduced to behavioral flexibility in professional communication on the basis of corporate culture, mastering the skills of self-correction professionally-important qualities, realized in collaboration and communication interdisciplinary level as the ability to work in a team and help each other. Communicative function is manifested in the process of communicating on an emotional level and helps to establish a pedagogically appropriate relationships in a professional environment.

In accordance with the logic of constructing a structural-functional model of the use of intersubject connections as a means of self-education of students in higher education has been developed a method of increasing the level of selfeducation of students on the basis of interdisciplinary connections. In this case, a method of understand a procedure, set of rules, algorithm, etc., allowing the learner srednekamennogo substantially increase the level of professional tasks. The research methodology of readiness for self-education on the basis of intersubject connections is represented as the organization of educational process aimed at the willingness of a student to a permanent increase in the educational level. For solving the main problem of the methodology is offered alongside and in close relationship with the verbal methods to use visual methods of teaching. These methods include: sightseeing tours to the enterprises; visit debates, seminars, colloquia and other activities where students can observe the work of professionals in the field of science and business, as well as "artificial" creation of methods within the classroom; the use of multimedia resources, gaming technologies, involvement of employers in the specialty. However, the practice of using listed visual methods showed that visual AIDS should be used in moderation and at the appropriate time classes.

In the implementation of self-educational activity of students of the University on the basis of intersubject connections used the following types of work, as the most adequate to the goals of the study: creative tasks; work in small and large groups; educational games (role games, business games and educational games); social projects; learning and consolidation of new material (interactive activity, visual AIDS, video and audio); discussion of difficult and controversial issues and problems, debates; the resolution of the problems.

Basedontheproposedmethodsarebased the content of training future specialists, characterized by the multidimensionality of the required knowledge and skills, their relationship with the existing practice of professional activity in the sphere of science and business. The technique differs from others that focus on an interdisciplinary transfer of knowledge, which prepares future specialists to professionally relevant information in a foreign language, informal and business communication with foreign counterparts through participation in joint projects, the exchange of electronic messages, information search in international databases.

Interdisciplinary connections allow students youth to get information, organize and categorize it in preparation for a practical classes. Implementation of the proposed methodology is aimed at change and development of active position of a University graduate as a subject of professional activity: the desire and willingness to learn independently, the ability to produce, to transform, to access new knowledge, awareness and adoption of professional tasks.

Dialectical thinking

Mathematics

Physics

Biology

Concepts

Functions

Foreign language

Computer .science

Cultural

General

c

Self-educational competence

Organizational

Communicative

Reflective

Socio-professional

Specially-professional

Interactive methods

Active fonn of education

Modular training

N 5 a s ^ to

Raising

Result: Readiness of high school graduates to further educate themselves throughout their daily activities

Objective: the use of intersubject connections as a means of self-education of students in the University

—  —♦   ---

Self-educatione

Figure 2. Structural-functional model of the use of intersubject connections as a means of self-education

The external component
Socioprofessional competence	Formation of the integrated interdisciplinary structure of educational knowledge and using them in professional activity
Organizational competence	Performance of professional duties on industrial practice using these competencies as the initiative
Specialized professional competence	The formation of the professional experience of students
Communicative competence	Interaction and communication on the intersubjective level as the ability to work in a team and help each other

Communic ative

Organizati onal

The internal component
Cognitive	Interdisciplinary use of knowledge
Selforganizing	Independent planning of strategy of professional activity, prediction of results, the logical transfer of knowledge on the experience of their own professional activity
Selfeducation	Willingness to learn new tasks and mastering new technologies following the acquisition of professional education
Communic ative-behavioral	The capacity for behavioral flexibility in professional communication on the basis of corporate culture is the possession of skills of self-correction professionally-significant qualities

The influence of intersubject connections on improving communicative competence of the learners through self-education activity in the intercultural space

E.A. Mingazheva

To test the effectiveness of the identified conditions of the organization of the educational process was a pilot project from 2014 to 2016, in vivo training on the basis of the Chelyabinsk state University in Chelyabinsk.

In the experimental work was attended by students of the Chelyabinsk state University in Chelyabinsk in the amount of 100 people 1 and 2 courses, from which were formed 1 control and 3 experimental groups. The sample included boys and girls purposefully, systematically captures the knowledge and professional skills. Also the study involved a group of teachers, who spoke as experts. The study was conducted during the study of disciplines of the socio-economic and natural Sciences cycles.

The ascertaining stage of the experiment took place in natural conditions of educational process of the University and was aimed at achieving the following objectives: to examine the state of the educational process from the point of view of the formation of self-educational competence funds interdisciplinary connections; to determine methods of diagnosis, allowing to identify and objectively assess the level of readiness of students for self-education by means of interdisciplinary connections taking into account the severity of the criteria and indicators.

Evaluation criteria can be components of occupational performance, General cultural and General professional competencies, such as: socio-professional, special professional, organizational, communicative. Selected competencies are fully consistent with the specifics of activity of future specialists. Based on data analysis of common cultural and General professional competencies identified indications of their students' identify and psychological qualities: motivation, direction, orientation, etc., are included in each of the competencies.

The results of stating stage of experimental work showed insufficient level of readiness of future specialists to self-educational activity in the University on the basis of intersubject connections: low:

EG-1, EG-2, EG-3 – 4%, CG – 8%, average: EG-1 – 80%, EG-2 – 68%, EG-3 – 68%, CG – 72%, high: EG-1– 16%, EG-2 – 28%, EG-3 – 28%, CG – 20%.

Forming stage of the experimental work was conducted on the variable type. For this type of work is characterized by the deliberate variation of conditions in different groups with the same initial parameters and compare the final results.

Training of future specialists in the experimental groups differed in orientation to different pedagogical conditions. In the experimental work were involved in 1 control and 3 experimental groups. In the EG-1 training was conducted on the background of the first pedagogical condition – the formation of common cultural and General professional competencies for future professionals through interdisciplinary transfer of knowledge, and the introduction of structural-functional model. In EG-2 were implemented, except the first one above, and the second pedagogical requirement: the organization of modular training in the process of teaching foreign language by means of interdisciplinary connections, and the introduction of structural-functional model. In EG-3 was tested the effectiveness of all three pedagogical conditions that include, along with the first and the second, the third condition: the formation of self-educational competence, the mechanism of which is dialectical thinking and reflection, as well as the introduction of the structural-functional model. In СG training, also aimed at the formation of their own personality, was implemented with the introduction of separate fragments of the structural-functional model. For each learner were developed by the diagnostic card. The base of these cards is the professional level of formation of common cultural and General professional competencies, i.e. the organization in educational process, the ability to negotiate on the issue of training, efficiently and in a timely manner to learn professional skills for their specialty, and the level of readiness of students for selfeducation throughout life.

To determine the effectiveness of the implementation of the model the use of intersubject connections as a means of selfeducation of students of higher educational institutions on the background of introduction of pedagogical conditions and to reveal the dynamics of the level of their readiness for self-education in the course of experimental work were conducted interim and control slices. Determining the level of readiness of future professionals to educate themselves on ascertaining and control stages were carried out on the basis of diagnostic tools.

After completion of the experimental work was carried out monitoring of the level of readiness of students for self-education on the basis of interdisciplinary connections, the results of which are presented in figure 2.

From the figure we see that at a low level of readiness of students for self-education, the highest percentage is in CG, equal to (8%) in the EG-1 – 4%, EG-2 and EG-3 – 0%. On average, the highest rate in the EG-1 and CG, equal to (72%) in the EG-2 is 60%, EG-3 – 52%. At a high level the result in the EG-3 is equal to (48%), however in EG-1 – 28%, EG-2 – 40%, CG – 20%.

I, Il II II fl I Ji Ji H

н/э ¹ к/с н/э ¹ к/с н/э ¹ к/с н/э k/c

EG - 1       EG - 2      EG - 3       CG

Figure 3. Results of ascertaining and control stages of the level of readiness of future specialists to self-education

Experimental work conducted in the research process, it was shown that in experimental groups as consistent implementation of each of the teaching conditions the number of students having high and average levels of self-education has increased.

The highest results were obtained in the EG-3 (48%), where the work was organized according to the pedagogical project of modeling of the educational process to increase the level of self-education of future specialists, that is, with the introduction of the structural-functional model and testing of all pedagogical conditions.

In the control group, the changes are not significant, which confirms the need for a holistic realization of structural functional model in the background of the complex of pedagogical conditions.

Thus, we believe that it is necessary to continue to improve the level of selfeducation of students in the process of life in the University and beyond in a comprehensive manner.