THE INVESTIGATION OF TEACHING DIALOGUES IN FOREIGN AND NATIVE PEDAGOGICAL SCIENCE

Abstract

The article deals with foreign and native scientific theoretical and individual methodological principles of using the dialogue as a means to modernize educational processes in preparing teachers for teaching dialogue interaction at a class. Dialogue interaction can be realized in the paradigm of personally oriented education, which confirms the idea of partnership, cooperation, attention to the growth of the personality of the teacher and student, student and teacher, their creative self-realization, namely, in heuristic learning, based on a heuristic (Socratic) dialogue. The expediency of the educational dialogue lies in its subject-subjective and heuristic entity with increased amount of independent search, reconstructive, constructive and heuristic learner’s activity. The focus is on the Socratic Dialogue as the primary source and component of innovative education as well as cognitive, creative, heuristic learner’s activities. The dialogue is considered to be a powerful way of the current and future teachers’ continuous professional self-improvement. The conditions under which the dialogue becomes humanistic, equal, productive means of study have been determined. The students’ activity of posing questions is singled out as an integral part of the heuristic educational dialogue. An important emphasis is placed on the fact that personal development implies the ability to get engaged in dialogues, primarily through inquiry. A modern teacher of elementary school in the conditions of the New Ukrainian School must be capable to organize heuristic educational dialogue, have the skills to apply it in the educational process as a means of attitude to the culture of the individual and the culture of society. According to this, the dialogue requires careful teacher’s preparation, which has a theoretical and practical basis for its application. Therefore, the article presents separate methodological advice of experts on the peculiarities of organizing and conducting a heuristic educational dialogue in elementary school. The sequence of teacher training for dialogue is outlined, in addition, the most common and most appropriate methods of creating heuristic situations in primary schools are described in order to develop the cognitive interests of children and to encourage them to raise questions. The ways to motivate younger students to the activity of posing questions by means of introducing games and competition, giving preference in the inquiry are stipulated. Schoolchildren perform cognitive actions from algorithmic to creative.