Formation of the communicative creativity of academy students: Organizational and conceptual component

Abstract

At present, modern educational processes are based on the close cooperation of its participants in the context of constant changes, which imply the skillful use of communication strategies, the adoption of non-standard, creative decisions that contribute to the effective organization of joint activities. At the same time, the analysis of the existing university practice shows that the formation of the communicative creativity of students at the vocational training stage is not given sufficient attention, it is formed largely unsystematically and not fully. The research problem consists in the development of a substantive-organizational component of the system of formation of students' communicative creativity, which presents the knowledge and skills necessary for the formation process of communicative creativity, the methods and forms of pedagogical influence are defined. The system itself as a set of interrelated components, representing a certain integrity, includes in addition to the substantive-organizational, motivational-targeted, estimated-corrective and reflexive-prognostic components. The communicative creativity of students is the goal of the system and allows solving communicative tasks in new, unpredictable conditions. When solving the research problem, theoretical methods were used: analysis, synthesis, systematization in order to identify the essence and structure of creative communication as a personality, methods of modeling the system of forming communicative creativity and determining the functions performed by them, as well as empirical methods of observation, learning pedagogical experience, testing. To assess the effectiveness of the developed system as a whole, as well as the peculiarities of the functioning of its content-organization component, methods have been used that involve experimental training and analysis of the results in order to determine the effectiveness of this component. Among the promising areas of this study we identified the identification of patterns in the formation of communicative creativity, the development and implementation of a set of pedagogical conditions for the formation of communicative creativity of university students: a creatively-oriented environment of the university, the definition of effective methodological mechanisms for implementing the process of communicative creativity, further expansion of the range of diagnostic procedures the latest achievements of modern psychological and pedagogical theory and practice.