Information and communication fostering as the part of teacher`s practice-oriented research activity

Tyumen State University Herald. Humanities Research. Humanitates


2015, Vol. 1. №4(4)

Information and communication fostering as the part of teacher`s practice-oriented research activity

About the author:

Anastasia A. Melikhova, Postgraduate at the Academic Department of Methodology and Theory of Social and Pedagogical Researches, Tyumen State University,


In the article the demand to develop research activity of modern professionals which should form the basis of practice-oriented training within the multilevel system of Russian education. The research culture can be developed under the condition of forming information-communicative competence as an ability to understand and develop humanitarian meanings of subject information in communication and professional activity. The methodological basis of this research is formed by: the competence approach (I. A. Zimnyaya, A. V. Khutorskoy, etc.), the socio-personal approach (V. I. Zagvyazinsky), the semiosociopsychological theory (T. M. Dridze), the bases of pedagogical hermeneutics (A. F. Zakirova), the laws of meaningmaking (E. G. Belyakova), and contextual training (A. A. Verbitsky). The process of fostering the information-communicative competence is presented employing the example of teacher-training activity, as if university and school teachers don't have research culture, they can't broadcast it to future humanitarian, natural-science and engineering professionals to develop their innovative potential. The technology of fostering the information-communicative competence is based on the mechanism of reading comprehension as intelligent work with texts in the conditions of a dialogue and the process is built in the logics of its development: motivation and activation of subject experience; understanding of the subject content of the text; interpretation of the humanitarian context; semantic summary of the new experience. With help of reading comprehension it becomes possible to foster abilities of working with information, using dialogue and group interaction. At the same time this allows to get into the contents of subject texts, to comprehend humanitarian meanings of professional activity, and to realize the readiness for professional activity.


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