Статья «Основные направления формирования межкультурной компетенции студентов гуманитарных специальностей»

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Российский государственный педагогический университет им. А.И. Герцена
Доктор филологических наук, профессор кафедры межкультурной коммуникации

The Herzen State Pedagogical University of Russia
Full Doctor of Philology, Professor of the department of cross-cultural communications

Санкт-Петербургский Гуманитарный университет профсоюзов
Доктор педагогических наук, профессор, зав. кафедрой рекламы и связей с общественностью

Saint-Petersburg University ofHumanities and Social Sciences
Full Doctor of Pedagogy, professor, Head of the department of advertising and public relations

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В статье предлагается содержание и структура технологии обучения в условиях вузовского преподавания; выделяются организационный, материально-дидактический и структурный компоненты технологии обучения; рассматриваются основные направления формирования межкультурной компетенции студентов гуманитарных специальностей.

The article considers the principle directions of forming cross-cultural competence which is one of the key ones, i.e. necessary for specialists working in different spheres, primarily for students of humanitarian disciplines. It is interpreted as a complex of axiological and conceptual orientations, knowledge, skills, experience, abilities which make it possible to perform effective communication with representatives of different culture both in everyday life and in a professional context. Considering that education in modern institutions of higher education is called upon for training of specialists who realize the growing global interdependence among the nations and who are ready for constructive participation in the dialogue of cultures, the necessity of developing a mechanism for preparation of future humanists for intercultural communication becomes obvious as well as the specification of the content, structural components and development of educational technologies for university teaching. The technology proposed by the authors consists of the following components: organizational (the cross-cultural adaptor, which is regarded as a means to acquire the competence of intercultural communication, aimed at advance of intercultural sensitivity mitigating the consequences of a culture shock and considering the bilateral process of communicants interaction); material and didactic (means of culturological demonstrativeness: collage, model of national artistic description, prompting pictures, topical net of a text, tables, videos as well as the complex of specific teaching methods: the method of educational analogy, associative conversation, modeling method, method of ethno-cultural proportions determination, didactical game, the method of lexical gap elimination etc.); structural (educational strategies which are defined as potentially realized steps and actions performed by students in the process of studying intercultural communication in order to intensify acquirement of skills and proficiencies of intercultural communication).

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Профессиональная подготовка студента
компетентностный подход
межкультурная компетенция
технология обучения
кросскультурный адаптор
стратегии обучения

Professional training of students
competence approach
cross-cultural competence
teaching technology
cross-cultural adapter
teaching strategies