Diagnostics of communicative social competence. Diagnostic technique of communicative social competence (KSK). Characteristics of the levels of students' communicative competence

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The concept and structure of communicative competence

The result communication development, that is, the development of communication, is communicative competence in the communication of children with adults and with peers. It is necessary to take into account that the formation of communicative competence in primary school age is in the process of formation and formation of the child's educational activity and is mediated by it.

The problem of the formation of communicative competence in the space of interaction with peers was considered by us in the framework of the system-activity approach and the theory of communication and interpersonal relations (MI Lisina, EO Smirnova).

According to M.I. Lisin, is the knowledge of oneself and the knowledge of other people.

Communicative competence - the ability to communicate effectively, a system of internal resources necessary to achieve effective communication in a certain range of situations (V.N. Kunitsyna).

Competence in modern psychology understood as a combination of knowledge, experience and human abilities (G.A. Tsukerman).

I.e communicative competence, in contrast to communication skills (those qualities that can be taught by exercising in the use of the means and methods of achieving goals existing in culture), presupposes the presence of qualities that allow a person to independently create means and ways to achieve his own communication goals.

It is important to note that there are a number of prerequisites for the formation of communicative competence in communication with peers.

Communicative competence is based on prerequisites, the main of which are age features development (features of mental development and features of communication with adults and with peers) and the individual characteristics of the child himself (the individuality of the child and the individual experience of the child).

The most important and studied prerequisites for the formation of the communicative competence of young children school age in communication with peers are the following developmental features:

Education of all structural components of educational activity.

Positive and productive communication with the teacher.

Education of the arbitrariness of behavior and the arbitrariness of cognitive processes.

Development of decentration, role-acceptance skills (J. Piaget), reflection.

It is important to note that communicative competence is formed exclusively in the process of real interaction, joint activities with peers.

From the point of view of foreign (R. Selman, J. Piaget) and domestic (E.O.Smirnova) researchers, communicative competence in the process of real communication is manifested in the ability to navigate and take into account the characteristics of another (desires, emotions, behavior, features of activity, etc. ), focus on another, sensitivity to a peer.

At the same time, as the results of our research have shown, a child can take into account the interests and characteristics of a peer and use them "in his own favor" (selfish orientation, competitiveness), or he can use this ability in "favor of another" (humanistic orientation, prosocial forms of behavior, disinterested help).

But in both cases, the child may have a high level of communicative competence.

The ability to navigate and take into account the characteristics of another in the process of communication is formed in the activity.

From our point of view, communicative competence is based on the formation of an adequate image of a peer, which includes cognitive, emotional and behavioral aspects.

Conventionally, three components of the peer image can be distinguished.

The cognitive aspect of the peer image includes:

1. Knowledge of the norms and rules of communication and interaction with peers.

2. Differentiated image of a peer (knowledge of external characteristics, desires, needs, motives of behavior, characteristics of the activity and behavior of another).

3. Knowing and understanding the emotions of another person.

4. Knowledge of ways of a constructive way out of a conflict situation.

The emotional aspect of the peer image includes:

1. Positive attitude towards peers.

2. Formation of a personal type of attitude towards a peer (that is, the predominance of a sense of "community", "belonging" (the concept of EO Smirnova) over a separate, competitive attitude towards a peer).

The behavioral aspect of the peer image includes:

1. Ability to regulate the process of communication and interaction with the help of rules and norms of behavior.

2. Ability to express and achieve own communication goals taking into account the interests of the peer.

3. Ability constructive cooperation.

4. Ability to pro-social action in the process of communicating with peers.

5. Ability to resolve conflict situations in constructive ways.

The highlighted components of communicative competence are inextricably linked and in the real process of communication it is difficult to separate them.

The cognitive, emotional, behavioral component of an adequate peer image form the central quality that determines communicative competence - sensitivity to peer influences.

Peer sensitivity - the ability to navigate and take into account the characteristics of another (desires, emotions, behavior, features of activity, etc.), to show attention to a peer, the willingness to respond to his proposals, the ability to hear and understand the other.

Situations of the manifestation of communicative competence:

All these situations of manifestation of communicative competence are associated with sensitivity to a peer, the ability to focus on another, the formation of the cognitive, emotional and behavioral component of the peer image.

These situations of manifestation of communicative competence can also serve as diagnostic criteria and directions for the development of communicative competence.

The degree of communicative competence in communicating with peers is determined most often by diagnosing the degree of popularity in a peer group. Sociometry is the instrument of its measurement.

It is important to note that communicative competence is acquired exclusively in the process of real interaction, joint activities with peers.

Popularity is influenced by the style of parenting, temperament, cognitive skills, attractive appearance, and behavior. Numerous studies of popularity consider that the most important quality of behavior influencing popularity is the ability to cooperate with others, to empathize with them (E.O.Smirnova).

Studies of the phenomenon of popularity in a group of younger schoolchildren have shown the following features of the development of personality and communication of younger students:

For children with a favorable, high sociometric status, such features of the construction of real communication as:

- a positive emotional attitude;

- the predominance of a playful and cognitive reason for addressing a peer;

- high initiative;

- ability to cooperate;

- the presence of pro-social forms of behavior (selfless help to a peer).

It should be noted that children with an unfavorable, low sociometric status may have these characteristics, but to a lesser extent.

Children with favorable and unfavorable sociometric status differ in their identity structure. For children popular, social roles, skills and abilities are more pronounced in the structure of self-description of identity. Whereas in children with an unfavorable sociometric status, categories such as reflectivity, self-description of skills and abilities prevail.

Children with a favorable sociometric status have a higher, differentiated self-esteem. They are distinguished by a more favorable perception of themselves through the eyes of a peer, which indicates satisfaction with relationships with peers. Unpopular children are distinguished by an unfavorable vision of themselves through the eyes of a peer, which indicates the ability to adequately perceive the assessment and attitude of peers, which, of course, affects the level of self-esteem.

Thus, high sociometric status is a systemic quality determined by a whole range of factors.

Section II
Diagnostics of the communicative competence of primary school children

Indicators of diagnostics of the communicative competence of primary schoolchildren

To determine the features of communicative competence, methods were selected aimed at diagnosing all components of communicative competence: the features of the cognitive, emotional and behavioral aspects of the peer image and sensitivity to the peer.

Indicators of communicative development and communicative competence of primary schoolchildren

Description of diagnostic techniques for communicative competence of primary schoolchildren

The method of verbal choice "Birthday"

Diagnostic focus: determination of sociometric status in a peer group.

Survey procedure.

Instructions: “Imagine that you have a birthday soon and your mom says to you: invite three children from your class to a party! Whom will you invite? "

The experimenter records the choices of each child separately in the sociometric table.

Thus, all the data in the table are filled in, after which the choices received by each child are counted (in vertical columns) and recorded in the corresponding column of the matrix. Next, you should move on to identifying mutual choices. If among those who chose a particular child there are children chosen by him, then this means reciprocity of choice. These mutual choices are circled, then counted and recorded.

Processing and interpretation of results

1. Determination of the sociometric status of each child.

To determine the status of the child, the processing of the results of sociometric research proposed by Ya.L. Kolominsky. The child's status is determined by counting the choices he has received. According to the result, children can be attributed to one of four status categories: 1 - "stars" (5 or more choices); 2 - "preferred" (3-4 choices); 3 - "accepted" (1-2 choices); 4 - “not accepted” (0 elections). 1st and 2nd status categories are favorable, 3rd and 4th are unfavorable.

2. Coefficient of satisfaction of each child with their relationships.

Two - three choices - high level of satisfaction.

One mutual choice is the average level of satisfaction. Lack of mutual election - low level.

Method "My friend"

the study of ideas about a peer (his social and personal qualitiesah), the degree of differentiation and the emotional attitude towards a peer.

Instructions: "Draw your friend as you imagine him." After that, a sheet of white paper and colored pencils were offered.

After finishing drawing, the child is asked questions: “Who is he? What is he? How do you like him? Why is he your friend? "

The answers are recorded. Peculiarities of ideas about a peer in senior preschool age are studied by analyzing drawings and conversations with children on the topic "My friend".

Analyzed:

1. The figurative component of the image of a friend.

2. The verbal component of the friend's image.

The evaluation criteria are:

1. Emotional attitude towards a peer.

2. The degree of differentiation of the peer image.

A drawing (figurative component of a friend's image) is analyzed according to the following parameters:

drawing,

having yourself around

relationship through the image,

gender of a friend.

Verbal answers to the question "Who is he?" "What is he?" (the verbal component of the friend's image) are analyzed according to the following parameters:

The presence in the description of the peer of features of appearance.

The presence of personality traits in the description of the peer.

The presence of skills and abilities in the description of the peer.

The presence of an attitude towards oneself in the description of a peer.

Processing results

High level of peer image formation: A positive emotional attitude, a highly structured image of a friend (at least 5-6 meaningful characteristics of a peer, using different categories (appearance, skills, personal characteristics).

Average level of peer image formation: Ambivalent emotional attitude towards peers, an average level of structuredness of the peer image (at least 3-4 characteristics of a friend).

Low level of peer image formation:

Ambivalent or negative attitude towards a peer, poor structuredness of the image (1–2 characteristics, "good friend", "like", etc.).

Experimental situation "Coloring"

Diagnostic focus:

1. Determination of the nature of the interpersonal relationship of children to their peers.

2. The nature of the manifestation of pro-social forms of behavior. Incentive material: two sheets with a contour image; two sets of markers:

a) two shades of red, two shades of blue, two shades of brown;

b) two shades of yellow, two shades of green, black and gray.

The technique is carried out on two children.

Instructions: “Guys, now we will have a competition, we will draw with you. What colors do you know? You need to color the drawing using as many colors as possible. The winner is the one who uses the most different pencils, who has the most colorful drawing. The same pencil can only be used once. You can share. A prize awaits the winner. "

After that, the children sat with their backs to each other, in front of each lay a drawing and a set of pencils. In the process of work, the adult drew the child's attention to the neighbor's drawing, praised him, asked the opinion of the other, while noting and evaluating all the children's statements.

The nature of the relationship is determined through the analysis of three parameters:

The child's interest in a peer and his work.

Adults' attitude towards the assessment of another peer.

Analysis of the manifestation of pro-social behavior.

The first parameter is the degree of the child's emotional involvement in the actions of a peer.

This indicator was assessed as follows:

1 point - complete lack of interest in the actions of another child (not a single glance towards another);

2 points - weak interest (cursory glances towards a peer);

3 points - expressed interest (periodic, close observation of the actions of a friend, individual questions or comments on the actions of another);

4 points - a pronounced interest (close observation and active intervention in the actions of a peer).

The second parameter is the emotional reaction to the assessment of the peer's work by adults.

This indicator determines the child's reaction to the praise or censure of another, which is one of the manifestations of the child's attitude to a peer, either as an object of comparison, or as a subject, an integral personality.

The reactions to the assessment can be as follows:

1) an indifferent attitude when the child does not respond to the assessment of a peer;

2) inadequate, negative assessment, when a child rejoices at a negative and upset (objects, protests) a positive assessment of a peer;

3) an adequate reaction, where the child rejoices in success and empathizes with the defeat, censure of a peer.

The third parameter is the degree of manifestation of prosocial behavior. The following behaviors are noted:

1) the child does not yield (refuses a peer request);

2) yields only in the case of an equivalent exchange or with hesitation, when a peer has to wait and repeatedly repeat his request;

3) yields immediately, without hesitation, can offer to share their pencils.

Analysis of the results:

The combination of three parameters allows you to determine the type of child's relationship to a peer:

Competitive relationship type - expressed interest in the actions of a peer, inadequate reaction to the assessment of a peer, there is a lack of prosocial behavior, an ambivalent attitude towards a peer.

Personal relationship type - there was a pronounced interest in the actions of a peer, an adequate reaction to the assessment of a peer, prosocial behavior, a positive emotional attitude towards a peer.

The problem situation "Goroshina"

Diagnostic focus:

1) determining the degree of a child's sensitivity to the influences of a peer;

2) determining the level of formation of actions to coordinate efforts and the implementation of joint activities aimed at achieving a common goal.

Research progress: two children are involved in the experimental situation. It is necessary to prepare a piece of paper (you can use a board) with a contour image of a pea pod (you can use the crown of a tree), a pencil and a mask that covers the eyes.

It is explained to children that they must complete one task for two, the result will depend on the total effort. Children should draw peas in the pod. The main rule: do not go beyond the boundaries of a pea (show a sample). The difficulty lies in the fact that one will draw with his eyes closed, and the other should, with his advice (right, left, up, down), help draw the peas correctly. First you need to make sure that the child is oriented in the directions on the sheet. Then the children change places, they are given a new piece of paper and the game is repeated.

Progress: All replicas and the result are logged.

Criteria for evaluation:

1) the ability to act in concert and achieve the goal through joint efforts;

2) sensitivity to the peer (the ability to hear and understand the peer, the ability to explain, taking into account the emotional state of the peer and taking into account the characteristics of the peer in his behavior, assessment of the peer's actions).

The levels of the ability for concerted action were highlighted:

Low level - the child does not coordinate his actions with the actions of his peer, does not achieve a common goal.

For example: 1) the child, who must tell the other what to do, regardless of the fact that he was not understood, continues to give instructions until the child refuses to complete the task;

2) the child, not paying attention to the instructions of a peer, tries to peep and independently perform the necessary action.

Middle level - the child is partially oriented in the performance of the task to the peer, does not act in concert and achieves the result partially.

High level - the child is capable of joint execution of the task and reaches the goal.

Sensitivity to the partner was determined through the analysis of the degree of attention and emotional reactions of the child to the influence of the peer - whether the child is oriented toward the peer when performing the task (hears, understands, reacts emotionally, evaluates or shows displeasure).

Low level - the child is not focused on the partner, does not pay attention to his actions, does not react emotionally, as if he does not see the partner, despite the common goal.

Middle level - the child is focused on a partner, closely follows his instructions or work, does not express evaluations or opinions about the work.

High level -the child is focused on a partner, worries about his actions, gives assessments (both positive and negative), recommendations to improve the result, knows how to explain taking into account the actions of a peer, expresses wishes and openly expresses his attitude to joint activities.

Features of interpersonal relationships (OMI) for children

(Modification and analysis criteria: G.R.Khuzeeva)

Direction of the technique:

The methodology is aimed at determining the characteristics of a child's interpersonal communication with adults and peers, attitudes towards leadership, a subjective feeling of the child's involvement in a peer group, emotional attitude towards peers and adults, and ways of behaving in a situation of rejection. The technique is intended for children 5-10 years old.

The methodology was developed on the basis of the OMO (Peculiarities of Interpersonal Relations) methodology proposed by Schutz in 1958 and intended for the study of adults. Schutz suggests that interpersonal needs are at the heart of interpersonal relationships: inclusion, control, and affect.

1. The need for inclusion aims to create and maintain satisfactory relationships with other people, on the basis of which interaction and cooperation arise. At the emotional level, the need for inclusion is defined as the need to create and maintain a sense of mutual interest. This feeling includes:

the subject's interest in other people;

other people's interest in the subject.

The need to be included is interpreted as a desire to please, to attract attention, interest.

2. The need for control defined as the need to create and maintain satisfactory relationships with people through control and strength.

On an emotional level, it is the desire to create and maintain a sense of mutual respect, based on responsibility and competence. This feeling includes:

sufficient respect for others;

getting enough respect from other people.

Behavior driven by the need for control, according to Schutz, refers to the decision-making process, and also affects the areas of power, influence and authority. The need for control ranges on a continuum from the desire for power, authority, and control over others to the need to be controlled, that is, to be relieved of responsibility.

3. Interpersonal need for affect is defined as the need to create and maintain satisfying relationships with other people, based on love and emotional relationships. At the emotional level, this need is defined as the desire to create and maintain a feeling of mutual warm emotional relationship. If such a need is absent, then the individual, as a rule, avoids close communication.

Thus, inclusion can be characterized by the words inclusion "inside-outside", control - "up-down", and affection - "close-far".

For the normal functioning of the individual, Schutz believes, it is necessary that there is a balance between the three areas of interpersonal needs and with those around them.

On the basis of this technique, taking into account the peculiarities of children's communication, we have developed a technique of unfinished sentences for children.

Survey procedure.

Instructions: “Let's play, I'll start reading the sentence, and you will finish it. Try to answer quickly. "

1. When guys get together, I usually ...

2. When guys tell me what I should do ...

3. When adults discuss my behavior ...

4. I think having a lot of friends ...

5. When I am offered to participate in different games ...

6. Relations with the guys in the group ...

7. When I am asked to design and conduct a game, I ...

8. Make friends with many guys ...

9. Be in charge of the group ...

10. Guys who are not invited to play together ...

11. When I come to school, guys ...

12. Usually the guys and I ...

13. When other guys do something together, I ...

14. When I am not accepted into the game ...

15. When adults tell me what needs to be done ... (you can ask separately about parents and educator).

16. When the guys do not succeed ...

17. When I want to do something, guys ...

Evaluation and analysis of results

Let's dwell on the description of each of the criteria.

This criterion is aimed at determining the leading

motive of communication. Both age-related and individual characteristics of communication motivation are revealed. The motive of communication can be business, play, cognitive, personal.

For example: “When the guys get together, we usually build,” “Usually the guys and I walk,” “we love to play,” “talk,” “draw,” etc.

2. Peculiarities of relationships with peers.

This criterion is aimed at determining the characteristics of the child's emotional relationship with peers, his emotional well-being in the classroom. The relationship can be positive or negative, it can satisfy, it can not satisfy the child. With a positive attitude, the child believes that in his class there are good relations with children, that in case of failure he is ready to help his peers, and they are ready to help him, support him. Accordingly, if a child says that the relationship in the classroom is not very good, the child is either not ready himself, or other children do not support him and are not happy with his arrival.

The features of the emotional attitude towards peers are assessed as follows: manifestations of a negative attitude - 1 point, with a positive attitude - 2 points.

Here are some examples:

The relationship with the guys in the class: "good", "I have good for everyone", "in different ways", "when how", "there are good, there are bad", "not very", "I am offended, no one is with me is friendly. "

When I come to school: “they say hello”, “play with me”, “rejoice”, “we sit down and the lesson begins”, “they don’t do anything special” (low sociometric status), “come too” (low sociometric status) , "I am sometimes met, and sometimes not at all."

When the guys do not succeed: “I help them”, “they call me”, “I help them, depending on who doesn’t work”, “and I cannot succeed”, “I call adults”, “I play”, “We must not whine, we must try,” “please, not to be touched.”

When I want to do something: “others help me”, “they do it to me”, “they allow me”, “do not agree”, “they also want to do something, only their own,” “they don’t allow me, this is bad, Maxim is always commands. "

Guys who are not invited to joint games: “I invite them,” “I will make sure they are invited,” “I am not friends with them,” “they are bad,” “they cannot be invited.”

3. The breadth of the social circle.

The child may strive to communicate with a wide range of peers (“Having a lot of friends is very good”), or may avoid communication with a large number of children and be more selective in communication (“I don’t like to be friends with many guys, it’s not very good”).

The answers according to this criterion are assessed as follows: a narrow circle of contacts is estimated at 1 point, a wide circle of contacts is 2 points.

Here are some examples:

I think that having a lot of friends: “good”, “bad”, “then I'll make a mistake”, “you can”, “this means a kind person”, “I myself know how many friends to have, a lot, but not very much”.

To be friends with many guys: "it is necessary", "it is good and fun", "not very much."

4. Attitude towards leadership, towards dominance in the peer group.

The child may avoid making decisions and taking responsibility; may try to take on responsibility combined with a leading role; may have positive or negative attitudes towards leadership.

The answers are assessed as follows: negative attitude towards leadership - 1 point, positive attitude towards leadership - 2 points.

Here are some examples:

When I am asked to come up with and conduct a game: “I’m organizing”, “I’m organizing a game of hide and seek, daughters and mothers”, “I don’t want”, “I am not offered”.

To be the main in the group: "I am the main", "this is very good", "this is very bad", "the teacher is the main", "bad"

5. Autonomy or subordination to a peer.

A child in relationships with peers demonstrates different types of interaction. One can single out the desire for subordination and the desire for independence and autonomy.

The responses of children on this indicator were assessed as follows. Submission reaction - as 1 point, autonomy - 2 points.

Here are some examples:

When guys tell me what I should do:

autonomy: “I don’t do it”, “I do it, but just not stupid things”, “I do it if my friend asks, but if I jump out of the window, I won’t do it”, “sometimes I don’t do it”, “I tell them: don’t manage me".

subordination: “I do”, “I obey”, “I have to do”, etc.

6. Behavior in case of rejection or acceptance of a child into a peer group.

The child may be included in a group, may be isolated. Every child is faced with a situation of rejection. All children react differently. It is possible to distinguish constructive ways of responding (agree, ask, organize your game) and unproductive ways of getting out of a problem situation (take offense, cry, leave, complain).

Behavior in case of rejection by peers is assessed as follows: non-constructive methods are assessed as 1 point, constructive - 2 points.

Here are some examples:

When I am not accepted into the game: “I am offended,” “I come up with a new one,” “I will tell the teacher everything,” “I play with myself,” “I am angry,” “I go and do my own thing.”

When the guys do something together: “I don’t take offense,” “I help them,” “I play something else,” “I ask them,” “I ask what they are doing, and if they allow, then I join them "," I'm offended. "

Guys who are not invited to play together: “offended”, “angry”.

The answers to the proposed questions reveal the subjective feeling of the child's involvement in the peer group. Here are some examples:

Guys who are not invited to joint games: “I invite them,” “I make sure they are invited,” “I play with them,” “they are bad,” “I go about my business” (this child has a low sociometric status in the group), "I'm not friends with them."

When the guys do something together: “I join them”, “I leave”, “I don’t fit in”, “I don’t take offense”, “I don’t climb up to them”, “I will ask and join them”.

When I am not accepted into the game: “they always accept me”, “they do not accept me, I don’t know games”.

7. The degree of activity in communication.

An active position is expressed in the fact that the child offers some kind of activity and communication, shows a willingness to take responsibility. The passive position is expressed in the lack of initiative and willingness to take responsibility. An active position in communication is estimated at 2 points, passive position - 1 point.

Here are some examples:

When guys get together, I usually:

expression of a passive position - "I too", "I am with them",

“I stand with them”, “I sit and watch”, “I don't know”;

an expression of an active position - “I propose to play with me”, “I enter their company”.

When other guys do something together: “I'm asking with them,” “I also play with them,” “I want with them,” “I don't climb,” “I leave,” “I don't get confused.”

When I am not accepted into the game: “I am leaving,” “I am leaving to be sad,” “I am offended,” “I am inventing a new one,” “I still play with them,” “I play with others.

8. Features of communication with adults.

Also, this technique allows you to identify the features of communication with adults. The child's tendency to obey, resist, or cooperate with adults.

The answers to the questions are assessed as follows: resistance - 1 point, submission - 2 points, cooperation -3 points.

Based on the fact that the competence includes a certain set of knowledge, skills and abilities that ensure the successful course of the communication process, the following strategy for building a diagnostic system is distinguished: an inventory of the components of competence (knowledge, skills and abilities) and the selection or creation for the assessment of each of the components of the corresponding psychological procedure. However, in practice, this approach cannot be effectively implemented - as communication research expands and deepens, the growth in the number of detected components exceeds the rate at which diagnostic tools are created that meet the elementary reliability criterion. In fact, when diagnosing competence, they are limited to assessing a very narrow set of its components. Since a comprehensive diagnosis is difficult, it is desirable to define criteria for selecting the main components of competence for assessment.

Two pretend to be the main selection criteria; they are formed as diagnostic principles:

1. no assessment of personality without an assessment of the current or potential environment;

2. no evaluation without development.

The adoption of these provisions significantly narrows the range of candidates for elements of the psychodiagnostic system. Diagnostics acquires its systemic characteristics in connection with the substantive examination of communicative competence. Content analysis is inconceivable without relying on a certain theoretical basis.

As theoretical basis meaningful analysis of communicative competence, ideas about the structure of objective activity are accepted. It is especially important to identify the indicative and executive part of the action, as well as the concept of internal (resources) means of activity.

Communicative competence is considered as a system of internal resources necessary to build effective communicative action in a certain range of situations of interpersonal interaction. Like any action, a communicative act includes analysis and assessment of the situation, the formation of the goal and composition of the action, the implementation of the plan or its correction, and the assessment of effectiveness. Of particular importance for the diagnosis of competence is the analysis of the composition of those internal means of activity that are used in orientation in communicative situations. Assessment of cognitive resources that provide adequate analysis and interpretation of the situation is the primary task of diagnosing communicative competence.

A large block of techniques is based on the analysis of “free descriptions” of various communicative situations, given verbally or with the help of visual means. This creates opportunities to coordinate the survey situation with the context of the real or potentially possible sphere of life of the subject. A special place among the methods for assessing cognitive resources is occupied by a set of techniques called repertoire matrix testing, or the technique of repertoire grids (Fedotova, 1984), and which make it possible to determine the elementary composition and method of building cognitive structures, on the basis of which socio-operative experience is organized.

Both of these methodological approaches make it possible to identify those components of cognitive resources that are actually used by people when navigating in communicative situations that are significant for them. The psychodiagnostic data obtained in this way can serve as a reliable basis for the choice of correction techniques identified during the study of inadequacies in the development of the cognitive sphere. It is also important that the mentioned groups of techniques, being primarily diagnostic, can at the same time serve as elements of competency development procedures.

Diagnostics of the competence of the orientational part of the communicative action is partially carried out using methods based on the "methods of analysis of specific situations." This approach has the limitation that it does not allow directly assessing the cognitive resources used in the orientation of a communicative action, but on the other hand, it makes it possible to determine the degree of efficiency of their use, which can be judged by the adequacy of the situation definition. It is also essential that, with an appropriate selection of situations for analysis, the relevance of the stimulus material to the class of tasks faced by the subject in his everyday life and in the field of professional activity.

A holistic diagnosis of communicative competence, or an assessment of the resources of a communicative act, involves an analysis of the system of internal means that ensure action planning. In assessing competence, various quantitative and qualitative characteristics of the solution are used, among which the main place is occupied by such an indicator as the number of different types of design solutions.

In the process of communication, people are guided by a complex system of rules for regulating joint actions. This rule system includes local social aspect, rituals, rules of regulation of competitive activity. A person's ignorance of generally accepted rules usually causes an awkward feeling among others, but it is unclear how to use this phenomenon for psychodiagnostic purposes. The creation of adequate tools for analyzing this component of communicative competence is a matter of the future.

Diagnostics of the executive part of a communicative action is based on the analysis and assessment of the operational composition of the action. The analysis of the operational composition is carried out using observation either in natural conditions or in specially organized game situations that simulate situations of real interaction. An important role is played here by technical means of recording the behavior of the observed - audio and video recording equipment, since their use increases the accuracy and reliability of observation data and, which is especially important, the observed himself can be involved in the analysis process.

At the first stage of the analysis, an inventory of the communicative techniques used is carried out - a kind of operational repertoire is highlighted. Such a repertoire may include mastery of the tempo of speech, intonation, pause, lexical diversity, non-directive and activating listening skills, non-verbal technique: facial expressions and pantomime, gaze fixation, organization of the communicative space, etc.

One of the assessment parameters is the number of communication techniques used. Another parameter is the relevance or adequacy of the technique used. Evaluation of this characteristic of the operational potential of a communicative action is carried out using expert judgments in the process of evaluating an audiovisual recording.

The modern approach to the problem of developing and improving the communicative competence of adults is that learning is considered as self-development and self-improvement based on their own actions, and the diagnosis of competence should become self-diagnosis, introspection. The problem of diagnosing competence is not solved by simply informing the subject about the test results - its essence is to organize the diagnostic process in such a way that its participants will receive effective information, i.e. such, on the basis of which people could themselves carry out the necessary correction of their behavior.

The acquisition of communicative experience occurs not only on the basis of direct participation in acts of communicative interaction with other people. There are many ways to obtain information about the nature of communication situations, problems of interpersonal interaction and ways to solve them.

Special assistance is required only when there are difficulties in disbursing funds associated with the inability to receive and give adequate feedback. Forms are very effective here group work in the style of introspection groups, where participants get the opportunity to verify their definitions of communicative situations in the process of comparing the opinions of all members of the group. An important advantage of group forms of work is the fact that one of its products can be the creation of new analysis tools, the great advantage of which is their explication in the process of formation, and hence the possibility of initial correction.

But a great wealth of group analysis is that here unified procedures for diagnosing and improving the system of means of orienting communicative actions can be used.

Analytical observation of communicative interaction, both real and presented in artistic form, provides not only the opportunity to "train" the acquired cognitive means, but also contributes to mastering the means of regulating one's own communicative behavior. In particular, the observation process makes it possible to identify a system of rules, guided by which people organize their interaction, to understand which rules contribute to and which impede the successful course of communication processes. It is no coincidence that observation of the communicative behavior of other people is recommended as an effective way of increasing one's own competence.

An important point in the process of forming communication skills is the mental replay of one's behavior in various situations. Planning your actions "in your mind" is an integral part of the normal flowing communicative action. A person's ability to act “in the mind” can be purposefully used to provide “controlled spontaneity”, which is an important characteristic of competent communicative behavior.

Group training, as can be seen from the above, is, although very effective, but far from the only means of developing communicative competence. A person masters the internal means of regulating communicative actions, mastering the cultural heritage, observing the behavior of other people, replaying possible communicative situations in his imagination. Solving the issues of increasing the communicative potential of a person, it is necessary to use the entire arsenal of available means.

Thus, it is advisable to consider communicative competence as a system of internal means of regulating communicative actions, highlighting in the latter the orienting and executive components. Diagnostics is, first of all, a process of introspection, and development is a process of self-improvement of the means of organizing communicative interaction.

Active methods of group communication training.

Active group methods can be conventionally grouped into three main blocks:

1) discussion methods;

2) play methods;

3) sensitive training (training of interpersonal sensitivity and perception of oneself as a psychophysical unity).

1. Discussion methods.

Thanks to the mechanism of discussion with peers, the child moves away from the traits of egocentric thinking and learns to take the point of view of another. Research has shown that group discussion increases the motivation and ego involvement of participants in solving the discussed problems. The discussion gives an emotional impetus to the subsequent search activity of the participants, which in turn is realized in their specific actions.

The object of discussion can be not only specially formulated problems, but also cases from professional practice, and the interpersonal relations of the participants themselves. The method of group discussion contributes to the understanding by each participant of their own point of view, the development of initiative, and also develops communication qualities and skills. Practice shows that a significant discrepancy in indicators of moral maturity among group members can paralyze its activities even in cases where the group is faced with purely instrumental goals. The most effective will be a method based on understanding the student's personality as a thinking and active participant in events that approach real.

2. Game methods.

Speaking about playful teaching methods, it is advisable to subdivide them into operational and role-based. Operational games have a scenario that contains a more or less rigid algorithm for the “correctness” and “incorrectness” of the decision made, that is, the student sees the impact that his decisions had on future events. Operational games are used as a means of training specialists and the formation of their personal and business qualities, in particular professional competence.

Role-playing games are even more interesting for personal development. It was this type of games that formed the basis of the method developed by Professor M. Forverg and called by him social and psychological training.

In a role-playing game, an individual is confronted with situations that are relevant to those cases that are characteristic of his real activity and are faced with the need to change his attitudes. Then conditions are created for the formation of new, more effective, communication skills. Active actions are highlighted as the main determinants of the success of social and psychological training. Psychic activity in play methods is achieved as a result of interaction and co-modification of all sides of the intra and interpsychic manifestations of individuals.

Group therapy, a process that exists regardless of whether it is carried out with scientific methods or not, it is only about the fact that disorganized group psychotherapy can be improved by scientific means. One of the tools for such improvement is psychodrama, understood as a set of diagnostic and therapeutic techniques psychocorrectional work... In practice, a psychodrama session consists in acting out a certain situation, including the so-called protagonist (the main character whose conflicts are to be resolved) and other actors. In all role-playing games, the psychologist-trainer has a leading role. Recently, however, there has been a tendency to bring to the fore the interaction between the participants.

3. Sensitive training.

A feature of this method is the desire for maximum independence of the participants. The main means of stimulating group interaction is the phenomenon of lack of structure. The difficulty in describing the training is that the method is based on the actualization of feelings and emotions, not the intellect.

The sensitivity training group has no obvious goal. During sensitive training, participants are included in a completely new sphere of social experience, through which they learn how they are perceived by other members of the group, and get the opportunity to compare these perceptions with self-perception.

Active methods of social and psychological influence

on communication processes.

Any socio-psychological method is always a method of intervention, more or less. So, the area of \u200b\u200bsocio-psychological training is focused in the direction of influencing the development of an individual, a group through the optimization of forms of interpersonal communication, in other words, SPT (socio-psychological training) is considered as a means of developing competence in communication. The importance and relevance of the objectives of the training understood in this way are evidenced by the tendencies to increase the weight of communication in the life of modern society. Another aspect of the significance of the goal formulated above is the orientation of the method to a wide contingent of possible participants.

The decision on the choice of means suitable for improving competence in communication depends, first of all, on how communication itself is integrated and understood. In social psychology, three main components are distinguished in the structure of communication: communicative exchange, interaction and perception of a person by a person. From this understanding of the structure of communication, it follows that communication competence is a complex formation. In the broadest sense, communicative competence is defined as competence in interpersonal perception, interpersonal interaction.

Developed communication always includes two closely related facets - communication based on the subject-object scheme, in which the partners are essentially assigned the roles of a manipulator and a manipulated object, and communication based on a subject-subject scheme. The latter is characterized by the equality of the psychological positions of the participants (both are subjects), the activity of the parties, in which each not only experiences an impact, but also itself equally affects the other.

Of the two indicated schemes of developed communication, the determining, basic one is the subject-subjective scheme.

Subject-object psychological influence leads to the result in the form of reproductive formations, on the contrary, the effects are productive, creative in nature, are quite rightly associated with the psychological influence that realizes the subject - the subjective form of communication. Therefore, the choice of appropriate means of psychological influence, designed to increase competence, should be linked to aspects of competence.

Analysis of the possible impacts of social and psychological training reveals that in the process of group work, one way or another, rather deep psychological education of the training participants is affected. When it comes to the fact that in training a person receives new concrete information about himself, then this means not only a certain external superficial cut, but also such personal variables as values, motives, attitudes, etc. , which is difficult to verify using the self-report texts. All this raises the question of in what sense and to what extent socio-psychological training can be associated with the process of personality development. Thus, K. Roger, for example, believes that reality affects the personality in a rather destructive way and that the forms of laboratory group action that are "purified" from reality are an adequate sphere for the growth of a healthy personality.

It should be emphasized that, in some cases performing the function of an impetus for personal changes, the training does not cover the entire process of change as a whole, but concerns its initial, initiating stage. The other two sides, namely the internal work on mastering the task for personal meaning and obtaining support for the process from the external environment, either predominantly or entirely lie outside the training, being realized in the field of post-group daily life of the participants.

The training also has certain specific advantages: characteristic of it is a significant concentration of new information about oneself and other people, which serve as an impetus for personal reassessments: the confidential nature of this information; their relevance to spheres of personality that are closed for ordinary external superficial communication; their great emotional saturation.

Mastering the subject-subjective, productive, deep communication is both a means and a result of influence within the framework of social and psychological training. The active position of the training participant in achieving the final results is a fundamentally important moment, reflecting the specifics of the method under consideration, its subject-subjective nature: only on the basis of active self-awareness can one achieve really serious results of psychological influence, especially if it is aimed at an established adult and affects quite deep psychological formations.

FROM list of used literature

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Communicative competence is considered as a system of internal resources necessary to build effective communicative action in a certain range of situations of interpersonal interaction.

Like any action, the communicative act includes analysis and assessment of the situation, the formation of the goal and composition of the action, the implementation of the plan or its correction, and the assessment of effectiveness. Of particular importance for the diagnosis of competence is the analysis of the composition of those internal means of activity that are used in orientation in communicative situations. Assessment of cognitive resources that provide adequate analysis and interpretation of the situation is the primary task of diagnosing communicative competence.

Studies of social interaction have made it possible to establish that people in the process of communication are guided by a complex system of rules for regulating joint actions. This system of rules includes the local social aspect, rituals, rules for regulating competitive activity. A person's ignorance of generally accepted rules usually causes an awkward feeling among others, but it is unclear how to use this phenomenon for psychodiagnostic purposes. Creation of adequate means of analysis of this component of communicative competence is a matter of the future.

At the first stage of the analysis, an inventory of the used communication techniques is carried out - a kind of operational repertoire is highlighted. Such a repertoire may include mastery of the tempo of speech, intonation, pause, lexical diversity, non-directive and activating listening skills, non-verbal technique: facial expressions and pantomime, gaze fixation, organization of communicative space, etc.

Here, forms of group work in the style of introspection groups are very effective, where participants get the opportunity to verify their definitions of communicative situations in the process of comparing the opinions of all members of the group. An important advantage of group forms of work is the fact that one of its products can be the creation of new analysis tools, the great advantage of which is their explication in the process of formation, and hence the possibility of initial correction.

Analytical observation of communicative interaction, both real and presented in artistic form, provides not only the opportunity to “train” the acquired cognitive means, but also contributes to mastering the means of regulating one's own communicative behavior. In particular, the observation process makes it possible to identify a system of rules, guided by which people organize their interaction, to understand which rules contribute to and which impede the successful course of communication processes. It is no coincidence that observation of the communicative behavior of other people is recommended as an effective way of increasing one's own competence.

An important point in the process of forming communication skills is the mental replay of one's behavior in various situations. Planning your actions "in your mind" is an integral part of the normal flowing communicative action. A person's ability to act "in the mind" can be purposefully used to provide "controlled spontaneity", which is an important characteristic of competent communicative behavior.

Active group methods of teaching competent communicative behavior can be conditionally combined into three main blocks:

· Discussion methods;
· Game methods;
· Behavioral training (training of interpersonal sensitivity and perception of oneself as a psychophysical unity).

The object of discussion can be not only specially formulated problems, but also cases from professional practice and interpersonal relations of the participants themselves. The method of group discussion contributes to the understanding by each participant of their own point of view, the development of initiative, and also develops communication qualities and skills.

Speaking about playful teaching methods, it is advisable to subdivide them into operational and role-based. Operational games have a scenario that contains a more or less rigid algorithm for the “correctness” and “incorrectness” of the decision made, i.e. the learner sees the impact that his decisions had on future events. Operational games are used as a means of training specialists and the formation of their personal and business qualities, in particular professional competence.

Role-playing games are even more interesting for personal development. It was this type of games that formed the basis of the method developed by Professor M. Forverg and named by him as socio-psychological training.

IGPI them. , Ishim

Diagnostics of the communicative competence of future teachers

In connection with the entry of our country into the Bologna process, national education was forced to reconsider approaches to modern education and education of university students. The education paradigm was based on the competence-based approach.

Modern conditions of higher education put forward a number of requirements for the future specialist, who must be not only knowledgeable, but also competent in his field. Before the future teacher
today's student is faced with the task of mastering professional pedagogical competence, which includes a number of varieties. This is practical (special), informational, social, psychological, communicative, ecological, valeological competence.

The communicative competence of a student as a future teacher is the subject of our consideration. In modern Russian society, more and more importance is being attached to the effectiveness of interpersonal interaction, the culture of speech, and the culture of communication.

Under communicative competence of the teacher we understand the teacher's ability to carry out meaningful and effective interaction (adequate to the situation) with the aim of exchanging information (interaction can be both direct - communication, which involves speaking and listening, and indirect - writing, reading). Therefore, communicative competence consists of the following components:

Cognitive - knowledge necessary for effective communication:

1. Linguistic knowledge, which are considered within the framework of the university program in the discipline "Russian language and culture of speech": normative (norms of using the Russian language in speech: phonetic, accentological, lexical, morphological, syntactic, etc.), communicative (communicative qualities good speech, there are 9 of them; functional and semantic styles of speech and types of speech), ethical (etiquette formulas, interrupting, euphemisms, etc.) sides of speech. And also the structure of communication.

2. Knowledge of the psychology of communication (communication is one of the types of activity, elements of communication as one of the types of activity: motivation, purposefulness (purposefulness), objectivity, structure, mechanisms of types of speech activity, feedback mechanisms).

3. Pedagogical aspect of communication (orientation of communication: teacher-student, teacher-parent, teacher-teacher; pedagogical tact).

Active - the ability to use linguistic, psychological, pedagogical knowledge in practical activities when there is an exchange of information.

1. The use of linguistic knowledge in practice in four types of communication activities (speaking, writing, listening, reading). Following the rules of speech etiquette, be able to establish contact with the audience. Working on the composition of the speech and the logic of presentation, choose expressive means of speech, effectively start and end the presentation. Be able to adequately implement your communicative intentions. Monitor the degree of compliance oral speech the requirements of the codified norms of the modern Russian literary language. Be able to draw up business papers, drawing them out in accordance with the requirements. Control the spelling literacy of writing, as well as be punctuation literate. Compose and edit texts of different styles. Show creativity in communication. Be able to understand and determine the lexical meanings of words, correctly interpret texts of different styles and types of speech.

2. Using psychological knowledge in practice. Natural possession of feedback mechanisms (decentration, identification, empathy, reflection). Throughout the interaction, stay positive towards all communicants. Understand interaction styles and change your behavior depending on the situation. Always accurately perceive any information (to be able not only to read, but to understand the essence of what is written, to be able to hear, and not only listen) and respond (in the correct form), exercising constant self-control.

3. Use of knowledge in pedagogy. Observance of pedagogical tact in interaction, as well as the ability to organize effective communication based on the basic ethical and pedagogical principles in the systems of teacher-student, teacher-parents of students, teacher-team of teachers, teacher-school management.

Personal - personal qualities that are formed in the process of professional and social training in a pedagogical institution, which determines professional Development.

1. Communication inclinations.

2. General level of sociability.

3. Motivation in communication as one of the most important components of activity, reflecting the attitudes of the individual.

4. Self-control in communication.

5. Possession of feedback mechanisms (decentration, identification, empathy, reflection).

6. Typological identity of the person.

7. Interaction style.

8. Organization, etc.

For a more effective formation of communicative competence, its constant diagnostics is necessary, since the result depends on timely awareness of the knowledge and skills of each individual student in three quality components.

Adequate diagnosis of communicative competence as an actively used personal quality is possible only if each of the quality components is monitored. In the words of J. Ravenna, “it is necessary to adopt a two-stage procedure for assessing competence. We must first find out what type of behavior is valuable to a person, and only then assess his ability to bring together various potentially important cognitive, emotional and volitional efforts for the successful implementation of the activity. "

A lot of questions also arise when processing data obtained as a result of various types of tests, surveys, tasks that help to create a picture of the formation of communicative competence in an individual student, since they are all heterogeneous and most of them are not correlated. In this situation, we again turn to the statements of J. Ravenna, who is
at the origins of the competence-based approach. He, relying on chemical equations, proves the need for diagnostics of all qualities of an individual: “substances and the environment in which they are located are best described by listing the elements. The description is based on a large set of elements known to all chemists. There is no need to mention the elements missing in this reaction. Substance reactions
in a specific environment are described by equations that allow representing their transformations in the form of similar combinations. And human beings can be best described and understood if the model adopted for this is similar to a chemical one. Such a model would force us to capture all the characteristics of people. Moreover, it would not be limited to a small set of variables ... ”.

Since it is necessary to diagnose a large number of multidirectional personality traits, to facilitate this process, it is better to use complex techniques and tasks.

You can check linguistic knowledge and skills by writing a mini-essay according to a given text (this task is taken from the third part (C) of the Russian language exam, which is held in the USE format) within the framework of the discipline of the general cycle of humanitarian and socio-economic disciplines of higher professional education " Russian language and culture of speech". In this case, we will be able to test knowledge of the theory through practical literacy and speech skills, which is a general requirement for teaching the Russian language, both at school and at university (a complex task that allows us to simultaneously diagnose the cognitive and activity aspects of the communicative competence of each individual student).

The subject of special attention in accordance with the requirements of the Federal component of the state standard for the Russian language is the fixation of the skills of future teachers to construct a monologue statement in writing, the formation of the ability to reason on the proposed topic, giving the thesis, arguments and drawing conclusions.

In addition, such a task makes it possible to reveal how the student is able not only to read the text, but to understand and interpret it. It also becomes possible to identify the degree of consciousness of the student's attitude to the subject of his speech activity, which is possible only when mastering the skills to determine the concept (idea) of the future text, set a communicative task, select adequate linguistic means, including various means of expression.

Thus, we invite students to write an essay-reasoning based on the proposed text. With the help of this task, the level of formation of a number of speech skills that form the basis communicative competence... The examinee must be able to: understand the readable text (adequately perceive the information contained in it); determine the problem of the text, the position of the author; formulate the main idea (communicative intention) of your statement; develop the expressed thought, argue your point of view; build the composition of a written statement, ensuring consistency and coherence of presentation; choose the style you need for the case
and the type of speech; select language means that ensure the accuracy and expressiveness of speech; observe the norms of the literary language when writing, including spelling and punctuation.

The essay was evaluated according to 10 criteria proposed for evaluating the third part of the work, which controls the communicative competence of graduates in the Unified State Exam.

K1 Formulation of problems of the original text.

К2 Commentary on the formulated problem of the source text.

К4 Presentation by the examinee of their own opinion about the problem.

Speech design of essays.

K5 Semantic integrity, speech coherence and consistency of presentation.

K6 Accuracy and expressiveness of speech.

Literacy.

K7 Compliance with spelling forms.

K8 Compliance with punctuation norms.

K9 Compliance with language norms.

K10 Compliance with speech standards.

The maximum number of points for this work is 20.

The knowledge of psychology and pedagogy (cognitive component), necessary for successful communication, can be checked by specially compiled questionnaires, as well as control and independent work when studying a cycle of psychological and pedagogical disciplines, which are profile for students of pedagogical universities. The skills to apply them in practice (the activity component) can be diagnosed only with the help of reflection, when the student himself tries to evaluate his behavior, comparing it with the standard, ideal, due, or using the method of expert assessments.

Monitoring of personal qualities that are formed in the process of professional and social training in a pedagogical university, which determine professional development, i.e., the personal component, is carried out with the help of psychological tests, test polls. Moreover, it can be used as complex methods, for example, "Assessment of the professional orientation of the teacher's personality", where several personality traits are simultaneously revealed (sociability, organization, focus on the subject, intelligence
and etc.); and techniques aimed at identifying only one quality, for example, "Test questionnaire to identify the level of personal reflection", "General level of sociability" (test).

To create a more complete psychological portrait of the future teacher, in our opinion, it is necessary to use the following methods of psychological research.

1. Revealing general psychological personality traits:

· Test to identify the psychological characteristics of the personality of K. Jung;

· Test questionnaire to determine the level of personal reflection;

· Test "Ability to empathy";

· Study of personality using a psychogeometric test (identification of the main character traits).

2. Revealing features of personality behavior in communication and interaction:

· Test survey "Assessment of communicative and organizational inclinations", modified only to identify communicative inclinations;

· "General level of sociability" - test;

· M. Snyder's test "Self-control in communication";

· Test to determine the ability to listen to a communication partner "Do you know how to listen?";

· ADEL method for identifying interaction styles.

In conclusion, I would like to once again note the importance of the formation of communicative competence in future teachers, since it is part of professional competence. The article attempted to briefly present the structure of this quality. The description of the structure here is no coincidence: based on it, we can precisely determine what needs to be diagnosed for each student separately. Diagnostics, in turn, is an important component of the formation process in the structure of the learning process at a university. A teacher, timely informed about the level of preparedness of students, gets the opportunity to effectively organize educational work (both individual and collective), relying on the knowledge and skills of students, paying more attention to unknown material.

It is also important to pay attention to the fact that the formation of communicative competence does not happen “all of a sudden”, it cannot be realized even within the framework of one discipline. Communicative competence is an integral quality that requires knowledge and skills in the disciplines of linguistic and psychological-pedagogical cycles.

Literature

1. Unified state exam: Collection of materials on the results of the exam in the Tyumen region in 2006 - Tyumen, 2006.

2. Raven J. Pedagogical testing: problems, misconceptions, prospects / Translated from English. - 2nd ed., Rev. - M., 2001 .-- 142 p.

3. Handbook of a practical psychologist: Textbook: In 2 kn. - Book. 2: Work of a psychologist with adults. Correctional techniques and exercises. - M., 2002 .-- 480 p.

Based on the materials of the scientific and practical conference " VI Znamenskie readings ", March 4, 2007 SurGPU

Communicative competence -- this generalizing communicative property personality, including in myself communicative abilities, knowledge, skills and skills, sensual and social experience in sphere business communication.

In diagnostics, communicative competence is considered as a system of internal resources necessary to build effective communicative action in a certain range of situations of interpersonal interaction.

Proceeding from the fact that the competence includes a certain set of knowledge, abilities and skills that ensure the successful course of the communication process, the following strategy for building a diagnostic system is distinguished: inventory components competence (knowledge, skills and abilities) and the selection or creation for the assessment of each of the components of the corresponding psychological procedure. However, in practice, this approach cannot be effectively implemented - as communication research expands and deepens, the growth in the number of detected components exceeds the rate at which diagnostic tools are created that meet the elementary reliability criterion. In fact, when diagnosing competence, they are limited to assessing a very narrow set of its components. Since comprehensive diagnostics is difficult, it is desirable to determine the criteria for selecting the main components of competence for assessing

The main selection criteria are claimed by two criterion; they are formed as diagnostic principles:

1.no assessment of personality without assessment of the current or potential environment
2.no evaluation without development

The adoption of these provisions significantly narrows the range of candidates for elements of the psychodiagnostic system. Diagnostics acquires its systemic characteristics in connection with a meaningful real examination of communicative competence. A meaningful analysis is unthinkable without relying on a certain theoretical basis.

As a theoretical basis for a meaningful analysis of communicative competence, ideas about the structure of objective activity are taken. It is especially important to highlight indicative and executive parts of the action, as well as the concept of internal (resources) means of activity.

Communicative competence is considered as a system of internal resources necessary to build effective communicative action in a certain range of situations of interpersonal interaction.

Like any action, the communicative act includes analysis and assessment of the situation, the formation of the goal and composition of the action, the implementation of the plan or its correction, and the assessment of effectiveness. Of particular importance for the diagnosis of competence is the analysis of the composition of those internal means of activity that are used in orientation in communicative situations. Evaluation cognitive resourcesproviding adequate analysis and interpretation of the situation is the primary task of diagnosing communicative competence.

A large block of techniques is based on analysis “ free descriptions”Various communicative situations set by the experimenter verbally or with the help of pictorial means. This creates the opportunity to reconcile the survey situation with the context of the real or potentially possible sphere of life of the subject, which favorably distinguishes this methodological approach from standardized questionnaires, in which a significant part of the “points” are often not related to the communicative sphere that is relevant for the tested persons.

A special place among the methods for assessing cognitive resources is occupied by a set of techniques called repertoire matrix testing, or the technique of repertoire grids (Evgeny Olegovich Fedotova 1984), and allowing to determine the elementary composition and the way of building cognitive structures, on the basis of which the organization of socio-operative experience occurs.

Diagnostics of the competence of the orientational part of the communicative action is partially carried out using techniques based on “ methods analysis specific situations”. This approach has the limitation that it does not allow directly assessing the cognitive resources used in the orientation of a communicative action, but on the other hand, it makes it possible to determine the degree of efficiency of their use, which can be judged by the adequacy of the situation definition. It is also essential that with an appropriate selection of situations for analysis, the relevance of the stimulus material to the class of tasks faced by the subject in his daily life and in the sphere of professional activity can be ensured.

Diagnostics executive parts communicative action is based on analysis and evaluation operational composition actions. The analysis of the operational composition is carried out using observation either in natural conditions or in specially organized game situations that simulate situations of real interaction. An important role is played here by technical means of recording the behavior of the observed - audio and video recording equipment, since their use increases the accuracy and reliability of observation data and, which is especially important, the observed himself can be involved in the analysis process.

Special assistance is required only when there are difficulties in the validation of the funds being mastered due to the inability to receive and give adequate feedback. Here, forms of group work in the style of introspection groups are very effective, where participants get the opportunity to verify their definitions of communicative situations in the process of comparing the opinions of all members of the group. An important advantage of group forms of work is the fact that one of its products can be the creation of new analysis tools, the great advantage of which is their explication in the process of formation, and hence the possibility of initial correction.

But a great wealth of group analysis is that here unified procedures for diagnosing and improving the system of means of orienting communicative actions can be used.

An important point in the process of forming communication skills is the mental replay of one's behavior in various situations. Planning your actions "in your mind" is an integral part of the normal flowing communicative action. A person's ability to act "in the mind" can be purposefully used to provide "controlled spontaneity", which is an important characteristic of competent communicative behavior.

Thus, it is advisable to consider communicative competence as a system of internal means of regulating communicative actions, highlighting in the latter the orienting and executive components. Diagnostics is primarily a process of introspection, and development is a process of self-improvement of the means of organizing communicative interaction.

Used Books

competence testing cognitive communicative

1. Kunitsyna V. N., Kazarinova N. V., Pogol'sha V. M. Interpersonal communication /
2. Rudensky E. V. Social psychology /
3. Petrovskaya L.A. Competence in communication. M .: Publishing house of Moscow State University, 1989.
4. Bodaleva A.A. Psychological communication. M .: Publishing house "Institute practical psychology”, Voronezh: NPO,“ Modek ”, 1996.

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