The Interactive Educational Technology of Forming Rhetorical Culture of Future Teachers of the Universities

Abstract

In the article, the concept of «technology learning», «interactive learning» was analyzed through the prism of teaching rhetoric. Polemical remarks about the use of the notion «technology of training» were formulated, in particular, regarding the signs of technocracy in the technological approach to learning. The application of technology at the subject level as a set of methods, as well as in connection with the presence of a distance component of training with the use of information and communication technologies was substantiated. Interactive technology for the forming of the rhetorical culture of future lecturers of the university was proposed. It combines traditional, active and interactive methods of rhetoric education with a tangible advantage of the latter. The technology consists of the following groups of methods: cooperative training (work in small groups of cooperation), collective-group training (lecture-conversation, lecture with mini-lectures of students, lecture with preliminary independent study of the text of the lecture, group discussion, public speaking, group rhetorical analysis, etc.), situational modeling (distance and classroom didactic games), practical training (rhetorical training according to stages of rhetorical activity) and self-improvement training (rhetorical portfolio). The direction of forming the rhetorical culture of students for the future scientific and pedagogical activity involves: 1) the content and organizational-methodical connection of rhetoric with psychological and pedagogical subjects; 2) the use of didactic material of pedagogical content; 3) the use of pedagogically significant methods and techniques of teaching rhetoric (discussion, game, practice of teaching by students, staging of problematic questions, etc.).

The technology was based on humanistic, axiological, communicative methodological approaches and principles of partnership of subjects of the pedagogical process, thought-speech activity and interactivity, the unity of rhetorical theory with the practice of speech, autonomy and the choice of an individual educational trajectory, creative productivity, stimulation of scientific research activity, competition and emotional comfort.