M. G. Golubchikova,
Сandidate of Pedagogical Sciences, Associate Professor,
Irkutsk State University, 1, Karl Marx st., Irkutsk, 664003, Russian Federation;
Irkutsk State Medical Academy of Postgraduate Education – Branch Campus of the Federal State Budgetary Educational Institution of Further Professional Education “Russian Medical Academy of Continuing Professional Education” of the Ministry of the Russian Federation
m-n Yubilejnyj-100, 664049, Irkutsk, Russian Federation ORCID ID: https://orcid.org/0000-0002-7865-3031
S. A. Kharchenko,
Сandidate of Pedagogical Sciences, Associate Professor,
Irkutsk State University, 1 Karl Marx st., Irkutsk, 664003, Russian Federation
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CONVERSATIONAL ABILITY AND NEW IDEAS GENERATION AS A RESULT OF STUDENTS EDUCATIONAL INDEPENDENCE DEVELOPMENT IN PROCESS CLUSTER INTERACTION
Research problem. Increase in level of educational independence through conversational ability and ideas generation is considered by authors as a significant and current problem of modern educational process in a higher educational institution. Search of ways to develop conversational ability and ideas generation as a result of educational independence development through cluster interaction became the purpose of the given article.
Research hypothesis. The authors assume that conversational ability and new ideas generation as one of results of educational independence development will be the most effective if students are included in cooperation situations on the basis of cluster interaction. At the same time the educational potential of the cluster interaction organized within educational process of higher education institution is significant.
Complete description of selection. Bachelor students of the Pedagogical education participated in the research. The students of control and experimental groups were equal in qualification and there were 30 people in each group. Most of participants were girls of 18–19 years of age.
Main features of a method of a research. As criteria of ability to generation and free expression of the new (extraordinary) ideas in the context of the research became personal social creativity and dialogicity of the interpersonal relations. In turn, indicators of personal social creativity were ability of a person to find essentially new, extraordinary approaches to the problems solution and also success of their own creative ideas and projects implementation in the course of interpersonal interaction. For the purpose of social creativity level diagnostics the technique of personal social creativity determination (author P. Fetiskin) was used, it allowed to determine the personal creative potential level realized in the course of interaction with other people by means of self-assessment in unusual life situations.
The short description of the received results. According to the experiment results, the number of students with a high level of interpersonal relations dialogicity in the control group increased slightly and amounted to 10.3 %, while in the experimental group their number increased from 6.9 to 17.2 %.The number of students of control group whose interpersonal relations were characterized by a low level of dialogicity decreased by 3.4 %, at the same time in experimental group a significant reduction of such students quantity was observed from 24.1 % on stating stage to 6.9 % on control stages of experimental
activity. The obtained data confirm the expressed positive dynamics of development of dialogicity criterion of the interpersonal relations in the course of cluster interaction.
Conclusion, research value. Realization of cluster interaction gives students a chance to follow research methodology of real professionals and it also maintains interdependence, cooperation, recognition and respect of talents of each other, increasing thereby the level to generate and express freely the new ideas. All these positively affect educational independence development in general.
Keywords: educational independence, culture of cooperation, cluster, cluster interaction, generation of the ideas.
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