Сторітелінг як інструмент формування професійно-мовленнєвої компетентності здобувачів вищої освіти

Abstract

У статті розкрито значення сторітелінгу як важливого засобу формування професійно-мовленнєвої компетент-ності здобувачів освіти. Проаналізовано поняття “сторітелінг” у педагогічних дослідженнях. Виокремлено та охарактеризовано його функції як методу навчання, описано ознаки пасивного й активного сторітелінгу. Охарак-теризовано критерії ефективного використання у навчальному процесі. Розкрито і доповнено змістове наповнення поняття “педагогічний сторітелінг”. Показано, що він є дієвим засобом формування професійно-мовленнєвої ком-петентності здобувачів освіти.

The author of this work focuses on the revealing of the importance of the pedagogical storytelling as an important means of the professional speech competence forming of the students of higher education. The concept of storytelling is analysed in pedagogical researches. The functions of storytelling are described and described as to the method of studies: motivational and purposeful, communicative, axiological, sociocultural, convincing, effective, educator. The criteria of the effective use of storytelling are briefly described in an educational process and additional criteria are offered. Advantages of storytelling are underline as to the method of studies at forming of the professional speech competence forming of the students of higher education. The signs of passive and active storytelling are described in an educational process. The passive type of storytelling is envisaged by creation of history after the algorithm of teacher or teacher independently tells history. Active storytelling is orientated on independent creation and story of history by the students of higher education. Based on the analysis of scientific and pedagogical works and own pedagogical experience the semantic filling of concept is exposed and complemented pedagogical storytelling. Pedagogical storytelling interpret as a productive method of exposition of educational information by creation of history. A teacher uses pedagogical storytelling with the aim of activation and motivation of educational activity of the students of higher education. It is shown that pedagogical storytelling is the effective means of the professional speech competence forming of the students of higher education. The use of storytelling as gives an opportunity to form own opinions the method of studies, logically and consistently to think, to gather additionally speech constructions and oriented for them, to extend a vocabulary. It is well-proven that the use of pedagogical storytelling is the important means of motivation of increase of level of professional speech competence of students of higher education. The list of questions is offered with the aim of opening of value of storytelling as productive means of forming of professional speech competence of students of higher education. It is shown that combination of pedagogical storytelling with working of text assists the increase of level of professional speech competence of students of higher education.