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Статья поступила в редакцию 10.07.18
УДК 378
Senyukova O.V., Cand. of Sciences (Pedagogy), senior lecturer, Belgorod State Institute of Arts and Culture (Belgorod, Russia),
Е-mail: [email protected]
Timofeeva N.A., senior lecturer, Belgorod State Institute of Arts and Culture (Belgorod, Russia),
Е-mail: [email protected]
Bolshakova N.V., teaching assistant, Belgorod State Institute of Arts and Culture (Belgorod, Russia),
Е-mail: [email protected]
THE FEATURES OF TRAINING OF FOREIGN STUDENTS WHO WILL BE EXPERTS IN THE SOCIOCULTURAL SPHERE IN THE PROCESS OF CROSS-CULTURAL INTERACTION. In this article, the realization of a process of cross-cultural interaction at which experts often face a number of difficulties is considered. These difficulties concern the understanding of how a "foreign" educational system is organized, how this system is included into the cultural context, as far as it is "adapted" to conditions of other cultures, etc. the work shows that it is necessary to teach foreign students to understand and to accept sociocultural specifics of representatives of another culture, remembering at the same time that all cultures are equivalent, and each representative of this or that ethnos has a right to its own point of view.
Key words: cross-cultural interaction, cross-cultural communication, tolerance, competence-based approach, culturo-logical approach.
О.В. Сенюкова, канд. пед. наук, доц., Белгородский государственный институт искусств и культуры, г. Белгород,
Е-mail: [email protected]
Н.А. Тимофеева, доц., Белгородский государственный институт искусств и культуры, г. Белгород,
Е-mail: [email protected]
Н.В. Большакова, ассистент, Белгородский государственный институт искусств и культуры, г. Белгород,
Е-mail: [email protected]
ОСОБЕННОСТИ ОБУЧЕНИЯ ИНОСТРАННЫХ УЧАЩИХСЯ -БУДУЩИХ СПЕЦИАЛИСТОВ СОЦИОКУЛЬТУРНОЙ СФЕРЫ В ПРОЦЕССЕ МЕЖКУЛЬТУРНОГО ВЗАИМОДЕЙСТВИЯ
В статье рассматривается реализация процесса межкультурного взаимодействия, при котором специалисты часто сталкиваются с рядом трудностей, касающихся понимания того, как организована «чужая» образовательная система, как она включена в свой культурный контекст, насколько она «адаптирована» к условиям других культур и т. д. Из этого следует, что необходимо научить иностранных учащихся-будущих специалистов различных сфер деятельности понимать и принимать социокультурную специфику представителей иных культур, помня при этом, что все культуры равноценны, и каждый представитель того или иного этноса имеет право на свою точку зрения, какой бы отличной от иной она ни была.
Ключевые слова: межкультурное взаимодействие, межкультурное общение, толерантность, компетентностный подход, культурологический подход.
Cross-cultural contacts took place at all times, but today more than ever they have global and mass character. Expansion of the cross-cultural contacts has caused the need for the experts of various profile. These specialists should own knowledge and skills of cross-cultural interaction that assumes mastering of sociopsycholog-ical and culturological knowledge of this or that ethnos. It allows to create wide format of cross-cultural communication, to form perspective readiness for productive cross-cultural interaction which differs in the reasonable behavior corresponding to communication process in mutual understanding, ability to perceive and accept sociocultur-al features of partners in communication at the solution of practical tasks.
However, it should be noted that at the realization of the process of cross-cultural interaction experts often face number of the difficulties concerning understanding of how "someone else's" educational system is organized, how this system is included in the cultural context and as far as it "is adapted" to conditions of other cultures, etc. It follows from this that it is necessary to teach foreign students to understand and to accept sociocultural specifics of representatives of the other cultures, remembering at the same time that all cultures are equivalent, and each representative of this or
that ethnos has the right to the point of view what other than own it would not be.
In our opinion, the special importance when forming experience of cross-cultural interaction at foreign students of higher education institutions of culture and arts, is gained by such qualities as:
1) the empathy - it is the ability to put itself to the place of another person, ability of the person to any emotional responsiveness on experiences of the others. The empathy promotes harmonization of the interpersonal relations, does behavior of the person socially caused;
2) ability of future expert to tolerant behavior which depends on possession of the personality of empathy. That means that future expert needs interaction with another person, and also understanding of another person at initially positive emotional attitude towards him.
K. Mur considers that the reason of the tolerant person is open for continuous interaction of various ideas, for the enrichment proceeding from variety of experience. Only at mutual tolerance, when understanding that fact that other person deserves to be heard, there can be opening of the truth or, at least, approach to it, but not kindling of passions. Tolerance assumes that all people are equal even if they have not similar views.
Various aspects of training of foreign students (who are future experts) to implementation of cross-cultural interaction are considered in the works by E.V. Bondarevskaya, E.A. Baranova, E.E. Boroviko-va, O.V. Gukalenko, V.P. Komarov, E.V. Lignovskaya, Z. A. Malkova, L.P. Pavlova, I.L. Pluzhnik, L.L. Suprunova, S.G. Ter-Minasova, etc.
From the point of view of E. A. Baranova, the higher education together with public institutes under the influence of integration processes becomes more and more open for cross-cultural interaction as which the author understands special type of the direct relations and communications developing between, at least, two cultures and also those influences, mutual changes which appear in these relations. Cross-cultural interaction represents the way of cultural development, means of implementation of communicative communications. Under its influence there are dynamic changes in the sphere of cultural activity of the interacting cultures, there are new elements of culture and new forms of cultural activity. Also, valuable reference points, behavior models, world picture, way of life are corrected [1, 467].
Speaking about professional training of foreign students (who will be future experts of the sociocultural sphere) in higher education institutions of culture and arts, we will allocate the following tendencies in their educational system: 1) orientation of modern educational process to universal values where one of main goals is spiritual development of the personality; 2) growth of the cross-cultural educational exchange, scientific communications with other countries, democratization of modern society, etc.; 3) increase of variability of forms of sociocultural activity; 4) involvement of collectives of art creativity in assistance to development of cross-cultural interaction between the countries.
The realization of the specified tendencies in educational process of higher education institutions can be reached as a result of revision of substantial and educational process in higher educational institutions on the basis of dialectic interrelation of culturological, personal and activity and competence-based approaches, and also the accounting of such requirements as: a) the fundamentalism; b) the education continuity; c) the introduction of innovative technologies; d) the change of approaches to the organization of professional student teaching.
Number of scientists (V.V. Slobodchikov, A.P. Tryapitsyna, G.M. Tsypin, etc.) considers that the culturological approach promoting transition from knowledge to development of creative activity is the cornerstone of modern educational technologies. Within culturological approach it is necessary to seek for development of individual and significant knowledge, creativity, individual abilities of foreign students, stimulation of manifestation of their personal functions, amateur performance development.
S.I. Kurgansky considers one of the results of culturology of education revision of approaches to change of the quality of education aimed at "individualization of educational process, creation in educational institution of conditions for development of various creative interests of foreign students, their free self-development; inclusion of future expert in multicultural community, orientation of content of education to variety of cultures, spheres of cultural activity, to acquaintance with different genres and the directions in art, with customs and traditions of the different people, social groups, on-stage performance groups; realization of the principles of democracy and cooperation in everyday life, educational and extracurricular activities of students and teachers [2, 76 - 77].
Personal and activity approach (I.A. Zimnyaya, A.N. Leontyev, S.L. Rubenstein, etc.) is directed to development of the foreign student as active, creative subject of educational activity at which the dominating role is played by consciousness and maintenance of need for communication. At the same time the collective forms of education promoting ability to form the positive interpersonal relations, to stand for own opinion, for the interests of collective are widely used. Also, the problem and search tasks aimed at the development of co-creation, assistance and at the ability to find common ground in various questions.
Thus, the essence of this approach consists in creation of such conditions for foreign students in which they would participate in activity while activity would be significant for them and would be carried out within real life situations.
Competence-based approach in professional education focuses on strict definition of professional competence and the special professional and general key competences making it.
In Russia the objective tendency of transition to intellectual information society has undoubtedly exerted impact on formation of the doctrine about professional competence which, according to V.A. Slastenin, expresses unity of theoretical and practical readiness
of the expert for implementation of professional activity and characterizes its professionalism.
According to the above, it is possible to draw conclusion that at the heart of the modern requirements to the training of foreign students who will be future experts (including the sociocultural sphere) formation of new ideas of the expert as the carrier of the supreme values of the world and domestic culture, as a high-spiritual and highly moral person and the creative person lies.
One of the main requirements to the organization of educational process for foreign students in the higher education institutions of culture and arts is the requirement of active development of Russian and world cultural wealth. That will allow to the expert to appreciate and preserve the history and the culture of the past and the present, to respect customs and traditions of both the native land, and the other countries in the follow-up professional activity.
Considering questions of the training of foreign students who will be future experts of the sociocultural sphere in the higher education institutions of culture and arts, it is necessary to tell that higher education institutions of this category have the specifics which are focused on training of specialists of the sociocultural sphere. Their key competences are social and communicative, cross-cultural, information, problem and search. They are directed to full realization of pedagogical functions, welfare activity. And the most important of which are considered:
- "the cultural protection function it is the studying, preservation, restoration and use of cultural heritage in the process of eminence of spiritual needs and interests of different groups of the population;
- the cultural creative function it is the creation and enrichment of cultural values of creative development of children, teenagers and adults; active participation in the organization of free time of the population;
- sociocultural function it is the creation of the favorable cultural environment, stimulation of innovative movements in the sociocul-tural sphere; development and implementation of federal, regional, municipal and other target welfare programs and technologies; the organization of activity of the centers promoting cultural development of the population; assistance to expansion and deepening of work of structures of additional education, to development of folk art; management of institutions, organizations and associations of the welfare sphere;
- sociopedagogical function it is the carrying out of mass information and educational work on the residence; promoting of healthy lifestyle; involvement of people in process of continuous education, welfare creativity; welfare support of people with features of physical development, participation in activities for social and sociocultural rehabilitation and adaptation of persons with deviant behavior; help in family education of children" [2, 77].
So, at the Belgorod State Institute of arts and culture the concept and the strategic program of development of educational system have been developed. It includes:
- transition from the centralized management to decentralized;
- transition from hierarchical administrative structures to network, divisional and matrix;
- transition from two opportunities (or-or) to the multiple choice (the ideas, decisions, means, development of options, etc.);
- transition from separate actions to integrated;
- transition from the strategy of survival of educational institutions to the strategy of adaptation in the educational market, including the international level;
- transition from the systems which are regulated by means of control to the systems which are based on creativity and culture of personnel;
- transition from strategic planning to strategic management;
- transition from individual independence to group forms of responsibility [3, 31].
Change of content of education needs to be carried out in several directions:
- the increase of cultural intensity of education because it is the cornerstone of all the most valuable in domestic and world culture; at the same time, not only knowledge, but also such spheres of achievement of mankind as peaceful co-existence of representatives of various faiths, traditions, experience of creative activity etc. becomes the content of education;
- the increase of role of humanitarian knowledge, as substantial "core" of the personality;
- the movement from the standard, officially approved education to variable and differentiated, and in certain cases individualized
with inclusion of original author's techniques, courses and textbooks, personal experience of the teacher.
Thus, training of the foreign student who will be future expert in the sociocultural environment is determined by all components of structure of the personality which treat: its orientation (the purposes, motives, installations, interests, prospects), character as system of
Библиографический список / References
the relations (to the world around, to activity, to other people and to himself); temperament (the psychological feature expressing dynamics of mental processes); abilities (organizing, professional, art and creative), and also emotional and sensual and strong-willed components, polycultural educational space of higher education institution.
1. Bondarevskaya E.V., Kulnevich of S.V. Pedagogics: the personality in the humanistic theories and educational systems: Tutorial for students of higher educational institutions and secondary schools. Rostov on Don: Creative center "The teacher", 1999.
2. Kurganskiy S.I. Intensification of development of educational system of higher education institution (on the example of higher education institutions of arts and culture). Belgorod: Publishing house of bElGIK, 2005.
3. The state educational standard of higher education in the field of culture and arts. Specialty 053100 socio-cultural activities. M., 2002.
Статья поступила в редакцию 21.09.18
УДК 378
Senyukova O.V., Cand. of Sciences (Pedagogy), senior lecturer, Belgorod State Institute of Arts and Culture (Belgorod, Russia),
Е-mail: [email protected]
Khabarova K.V., senior teacher, Belgorod State Institute of Arts and Culture (Belgorod, Russia),
E-mail: [email protected]
Bolshakova N.V., teaching assistant, Belgorod State Institute of Arts and Culture (Belgorod, Russia),
E-mail: [email protected]
FEATURES OF FORMING ETHNOCULTURAL COMPETENCE AMONG FOREIGN STUDENTS IN THE PROCESS OF RUSSIAN LANGUAGE TEACHING. The authors of the article consider questions of how to form ethnocultural competence as the most important component of foreign students training the culture of speech communication and as the basic component of their language training. The authors of the paper study ethno-cultural component in the process of foreign students' teaching the Russian language. The authors consider this component as one of the fundamental in the training system of the highly qualified specialists, who have mastered the other cultural values and who are ready to full-fledged communication not only in the professional sphere, but in the socio-cultural sphere as well.
Key words: ethno-culture, culture of speech communication, laws of interpersonal interaction, language picture of the world, study of language and culture, cross-cultural communication.
О.В. Сенюкова, канд. пед. наук, доц., Белгородский государственный институт искусств и культуры, г. Белгород,
Е-mail: [email protected]
К.В. Хабарова, ст. преп., Белгородский государственный институт искусств и культуры, г. Белгород,
Е-mail: [email protected]
Н.В. Большакова, ассистент, Белгородский государственный институт искусств и культуры, г. Белгород,
Е-mail: [email protected]
ОСОБЕННОСТИ ФОРМИРОВАНИЯ ЭТНОКУЛЬТУРНОЙ КОМПЕТЕНЦИИ У ИНОСТРАННЫХ УЧАЩИХСЯ В ПРОЦЕССЕ ОБУЧЕНИЯ РУССКОМУ ЯЗЫКУ
В статье авторы рассматривают вопросы формирования этнокультурной компетенции, которая, с их точки зрения, является наиболее важным компонентом процесса обучения иностранных студентов культуре речевого общения и фундаментальным компонентом обучения студентов иностранному языку. В данной статье авторы исследуют этнокультурный компонент в процессе обучения иностранных учащихся русскому языку как один из основных в системе подготовки высококвалифицированных специалистов, усвоивших инокультурные ценностные ориентиры и готовых к полноценному коммуникативному взаимодействию не только в профессиональной деятельности, но и в социокультурной среде.
Ключевые слова: этнокультура, культура речевого общения, законы межличностного взаимодействия, языковая культура мира, соизучение языка и культуры, межкультурное общение.
The modern linguistics, for which the deep interest in the questions of the relationship between the language and consciousness, the way of thinking of the people, recognizes the importance of studying the language picture of the world. It is necessary for understanding of the specifics of the national concept sphere. Also, it approves the need of studying of the language with the orientation to the acquisition of linguacultural information, proves efficiency of studying of any foreign language in the parallel with the knowledge of ethno culture.
The term "ethnoculture" has appeared as a speech version of the term "ethnic culture". It was widely adopted at the end of the XXth century. It is actively used instead of the terms folklore, national culture, traditional culture, culture of the ethnos. These concepts are close, but are not identical. The folklore is the part of the ethnoculture as the set of types of the traditional folk arts including spiritual and material forms. In the term "national culture" the attention is focused on social component, but not on the ethnic. In modern folklore studies and cultural science, it is more correct to understand national culture as the culture of workers whose structure changed in the historical process. In the traditional society the structure is simpler (farmers, hunters, fishers, handicraftsmen, dealers) and in the industrial and
post-industrial society it is more complex. The national culture absorbs the traditional layer and the modern layer. Some culturologists do not distinguish concept of ethnic culture and culture of ethnos, others differentiate them. The culture of the ethnos represents wider concept in which the phenomena of actually ethnic culture and the features extended among many ethnoses or peculiar to all mankind. Its assimilation usually happens with the creative adaptation and transformation inside this ethnos. The structure of the culture of the ethnos includes the oral unrecorded traditions and the professional traditions recorded by means of different languages, also the culture of different social groups of this ethnic community in its historical development. Presently the culture of the ethnos can be identified with national culture as later phase of development of the ethnic culture.
Thus, we understand as ethnoculture "the set of the traditional values, the relations and the behavioral features embodied in material, spiritual, social activity of the ethnos (in our case of the Russian people), which have developed in the past, developing in the historical sociodynamics and constantly enriching with the ethnic specifics culture in various forms of self-realization of people" [1, c. 775].
