Підготовка майбутніх офіцерів-прикордонників до професійного спілкування у процесі навчання гуманітарних дисциплін

Ключевые слова: профессиональное общение, барьеры профессионального общения, педагогическое мастерство, профессиональные коммуникативные навыки.

Berestets'ka N. V. The preparation of the future officers-borderguards for the professional communication within the process of the humanities teaching. - Manuscript.

Thesis for a Candidate Degree in Pedagogics in speciality 13.00.04 - "Theory and methodology of professional education". - the National Academy of the State Border Guard Service of Ukraine named after Bohdan Khmel'nyts'kyi - Khmel'nyts'kyi, 2008.

The research deals with the preparation of the future officers-borderguards for the professional communication within the process of the humanities teaching. There is thoroughly analyzed the category of the professional communication and there are described its peculiarities. Besides there are clarified the problem of the barriers of the professional communication and their overcoming.

The professional communication is communicative interaction between participants of the particular professional community directed to solve existent professional tasks. The professional communication is greatly specific phenomenon and is characterized by the following peculiarities: standards usage, obligation, extreme events, creativity, responsibility, personnel management, foreign language usage, psychological orientation, mediation, psychological dynamics, semiotic specialization, accuracy, professional terms usage, morality and presence of the barriers of the professional communication.

The barrier of the professional communication is determined as psychological, technical, social or linguistic cause of incomprehension within the process of the professional communication. The process of the humanities teaching is complicated with the psychological barriers; organizational and pedagogical barriers.

The readiness for the professional communication is the result of the process of the preparation. There are clarified two groups of criteria for the evaluation of the level of the cadets readiness for the professional communication. Subjective criteria are connected with the activity of the future officers-borderguards (studying results, level of formation of the professional communicative skills, motivation criterion and individual psychological characteristics). Objective criteria are determined with the instructors activity and the number of the barriers of the professional communication.

There is explained, proved and experimentally checked the model of the preparation of the future officers-borderguards for the professional communication within the process of the humanities teaching. The model is efficient on the assumption of performance of positive selection of particular principles, methods and techniques of pedagogical and psychological character, and communicative instruments of influence on the future officers-borderguards for the enhancing their level of readiness for the professional communication.

Besides the positive role of the instructor and his pedagogical professionalism stipulate the efficiency of the pedagogical model usage. The professional instructor is to select and to use the effective methods and to produce correct exercises during the lesson. There are investigated two groups of methods that contribute to the preparation of the future officers-borderguards for the professional communication: methods of active pedagogical interaction and methods of psychological influence.

The instructors of the higher military educational establishment define special situations, games, professional discussions and disputes as the most effective methods. These techniques promote the cadets to develop professional communicative skills, enhance motivation level in the process of studying, form individual psychological characteristics and enhance studying results. Besides aforenamed methods create the positive conditions for the overcoming of the barriers of the professional communication. Moreover the communicative instruments (humour, non-verbal communication, instructor's artistry, speech accuracy, speech style, etc.) play significant role in the process of cadets preparation for the professional communication and the barriers overcoming.

The results of the experiment have testified positive dynamics of the level of the readiness of the future officers-borderguards for the professional communication: improving progress in studying, motivational criterion, level of the formation of the professional communicational skills, and individual psychological characteristics. Positive usage of the pedagogical algorithm of pedagogical actions determine minimization of the barriers of the professional communication within the process of the humanities teaching. It means that the future officers-bordeguards are to be able to cope with professional tasks of communicative character.

Key words: future officers-borderguards, professional communication, barriers of the professional communication, pedagogical professionalism, professional communicative skills.

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