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The article examines the formation of speech interaction skills and the development of teamwork in the process of mastering the stylistic features of the Russian language by Chinese trainees. The use of innovative learning technologies contributes to the achievement of these goals, including interactive technology of mutual learning as one of the most important components of educational communication.The author points at the most important competencies that trainees need for successful learning and mastering the skills of speech interaction in Russian. These include, first of all, communicative competence, which includes language, discursive, conversational, pragmatic (practical), socio-linguistic, strategic and thinking competence. The formation of interpersonal relationships is considered in connection with the formation of a differentiated impact on the communication partner.The main attention is paid to the ways and methods of interactive learning, in which three-level interaction between the teacher and students is carried out, at the levels of educational content, interpersonal relations and self-awareness. The article summarizes the experience of working with Chinese trainees in the process of teaching them to read texts of different styles in Russian classes.

The objective of this essay is to offer a vision of the importance of communication in the school environment for the strengthening of the educational process, which is based not only on the teacher-student relationship; but also in the relationship between the teacher and parents and guardians, emphasizing the interrelation between family-school. For this, authors such as Pedroso (2000); Sarramona (2008); Restrepo (2008); Amayuela (2016); and Sánchez and Guedez (2017), among others. In this documentary research, the importance of effective and affective communication for the achievement of the educational process is also analyzed., El objetivo del presente ensayo es ofrecer una visión de la importancia de la comunicación en el ámbito escolar para el fortalecimiento del proceso educativo, el cual se fundamenta no solo en la relación docente-estudiante; sino también en la relación entre el docente y los padres y representantes, haciendo énfasis en la interrelación entre familia-escuela. Para ello, se tomaron en cuenta autores como Pedroso (2000); Sarramona (2008); Restrepo (2008); Amayuela (2016); y Sánchez y Guedez (2017), entre otros. En la presente investigación de tipo documental se analiza además la importancia de una comunicación efectiva y afectiva para el logro del proceso educativo.

This article aims to effectively invest Arabic language education and develop educational communication skills among learners of the third year of primary education; As the skill of educational communication is the focal point of the educational- learning process and its main axis, This is in view of the fact that teaching Arabic is considered to be an interconnected and coherent unit by the interaction of its communicative elements; Where we chose to define an educational level from the primary stage represented by third- year primary learners as an important stage in the basic education stages and on this basis we were limited to an educational text that includes the six elements of educational communication Through it, we focused on the descriptive analytical approach, in order to highlight the studied code that aims to make the learner the center of the educational- learning process, exchange his knowledge and acquire purposeful communication skills that develop his language and develop his communication competencies.

Purpose As demand for genetic testing grows and a wide range of health care professionals (HCPs) are potentially involved in discussions about testing and delivering results, we developed an educational package to help HCPs with these conversations. Methods To inform the content of training materials, we conducted interviews with 11 women four of whom had BRCA1 and seven with BRCA2 mutations. Five women had or were currently receiving breast cancer treatment. Ages ranged from 38 to 77 years. Interviews were audio-recorded, transcribed verbatim and analysed using the Framework approach to thematic analysis. Results We identified 18 themes and 12 subthemes across the interviews, encompassed by six overarching themes: risk, decision-making, information and understanding, communication and improvement, accessing the system: process and frustration, emotional and social drivers. Conclusions The findings informed the didactic components of an educational communication workshop and a summary document for attendees. Qualitative interviews provide an important way of incorporating the patient perspective into communication training materials for HCPs by highlighting key issues that matter most to the patient.

Kindergarten buildings play an important role in society for their roles in the rehabilitation of children before joining the primary stage to fit the development of the educational process., They are considered the first real social establishment organizing and preparing the child for the outdoor world to show his personal creative and intellectual energy .The relationship between the kindergarten building and its open spaces and its impact on increasing the cultural and social awareness are reflected successfully on the educational communication of children. The researcher has presented the proposed designs using modern technical program (AutoCAD) and she hopes that this study will be a part of future plans in the planning and designing of open spaces of kindergarten buildings including comprehensive basics and international standards of childhood.

El presente trabajo tuvo como objetivo construir un producto comunicativo participativo con el fin de fortalecer las competencias comunicativas de los niños y niñas entre 8 y 12 años del Centro de Desarrollo Comunitario San Francisco de Asís. Lo anterior fue posible gracias a un proceso de interlocución y trabajo colaborativo en Siloé durante 4 meses comprendidos entre marzo y junio del año 2019, con 12 niños y niñas interlocutores, quiénes fortalecieron sus competencias comunicativas; gramaticales, sociolingüísticas, discursivas y capacidad argumentativa, mediante talleres enfocados en la identidad, proyecto de vida y desarrollo del ser. Un proceso y estrategia de 21 talleres que apoyó a educadores en el fortalecimiento de la redación, expresión oral, trabajo en equipo y sobre todo en la identidad y ser de los niños del Centro, obteniendo resultados de productos comunicativos tales como crónicas, anécdotas, superhéroe, autobiografía y cartografía de Siloé. Un trabajo realizado con una metodología de enfoque cualitativo, basada principalmente en talleres formativos, observación participante, entrevistas y grupos focales. El proyecto de pasantía incorporó reflexiones en temas de comunicación participativa y para el cambio social, con autores tales como las de Alfonso Gumucio, Amparo Cadavid, Mario Kaplún, Armand Mattelard, entre otros This paper aims to build a participatory communicative product in order to strengthen the communication skills of children between 8 and 12 years of the San Francisco de Asís Community Development Center. The above was possible thanks to an intervention process in Siloé for 4 months between March and June of the year 2019, with 12 beneficiary children, who strengthened their communication skills; grammatical, sociolinguistic, discursive and argumentative capacity, through workshops focused on identity, life project and development of being. With 21 workshops carried out, the interns contributed to the children strengthening their writing, oral expression, teamwork and especially their identity and being, obeying results of products such as chronicles, anecdotes, superhero, autobiography and cartography, in addition, they were incorporated An apprenticeship in the field of communication on how to make news, chronicles, stories and manage a camera. A work carried out with a qualitative approach methodology, based mainly on participant observation, interviews and focus groups. Evidenced with the application of theories such as those of Alfonso Gumucio, Amparo Cadavid, Mario Kaplún, Armand Mattelard, among others Pasantía comunitaria (Comunicador social - periodista)-- Universidad Autónoma de Occidente, 2020 Pregrado Comunicador(a) Social – Periodista

У статті висвітлено методику поетапного формування діалогічних навичок у дітей старшого дошкільного віку з опорою на основні положення комунікативної парадигми і теорії дискурсу: пріоритетність комунікативної мети, методичне відтворення в навчанні процесу спілкування; врахування в навчальній комунікації компонентів реального спілкування. Методами формування діалогічних навичок виступають наслідування зразків діалогу, тренувальні вправи на самостійне створення мікродіалогів за різними типами діалогічних дискурсів, комунікативні ситуації, дидактичні ігри.В статье освещена методика поэтапного формирования диалогических навыков у детей старшого дошкольного возраста с опорой на основные положения коммуникативной парадигмы и теории дискурса: приоритетность коммуникативной цели, методическое отражение в обучении процесса общения; учёт в учебной коммуникации компонентов реального общения. Методами формирования диалогических навыков являются копирование образцов диалога, тренировочные упражнения по самостоятельному созданию микродиалогов различных типов диалогических дискурсов, коммуникативные ситуации, дидактические игры.Article deals with the phased methodic of development dialogical skills of children elder preschool age. This methodic is based on the main foundations of communicatice paradigm and discourse’s theory: priority of communicative goal, methodic reproduction of communication within educational procees, considering of real communication’s components within educational communicant. Methods of forming dialogical skills are: imitations of dialogues, training exrecises on independence creation of microdialogues within different types of dialogical discourses, conditional-communicative situations and communicative situations, didactic games.

The article is dedicated to the study of educational communication between the teacher and the trainee on the basis of the constructivist approach. The aim of the work was the approbation of the P. Taylor-B. Fraser-D. Fisher’s method with reference to the sample of Russian-speaking trainees. The comparative characteristics of the traditional and constructivist models of didactic communication, as well as the data relating to the approbation of the P. Taylor»s constructivist test, are presented.

The research deals with the question of interaction of primary school students with various educational needs when learning a foreign language. Different groups of children: standard learners, children with disabilities, gifted children, non-Russian speaking immigrant learners may study in one class. When learning or while participating in extracurricular activities, they have to communicate, cooperate, interact with each other. Many teachers are unprepared for the influx of children with various educational needs within one class. Consequently, every teacher encounters the problem – how to make educational communication and collaborative work of children with various educational needs effective. The awareness of social relationships between classmates helps to organize interactive work. The article describes the results of the sociometric studies to measure social relationships within a class, which were performed in Municipal Independent State Institution Grammar school #13, Tomsk. Four groups of primary schoolchildren (76 students) who study English were tested in 2014 and 2018. The qualitative method allowed us to reveal what status each person belongs to: ‘a star’, ‘preferable’, ‘neutral’, ‘least preferable’, and ‘an outcast’, consequently, to define psychological climate in the group. Taking into account the information obtained teachers were able to form proper groups, to control and change the group members if necessary. Understanding the relationships in the group helped teachers to organize interactive work and educational communication in a more effective way. The comparative analysis of the sociometric results showed progress in the relationships between children. Effective collaborative work improved educational results as well. The research revealed the conditions: methodological, psychological, pedagogical, which facilitate positive sociometric changes.

Consuming and communication. Economic communication. Non-verbal communication. Communication and creativity. Educational communication. Scientific communications. Communication in the city. Entertainment and communication.

Introducción: El cáncer de próstata es una neoplasia en la cual la comunicación y el conocimiento de la población puede ayudar al diagnóstico temprano y tratamiento temprano. El objetivo de este estudio fue investigar que conocen los pacientes y acompañantes sobre los procesos de comunicación educativa para la salud en cáncer de próstata. Métodos: El presente estudio descriptivo, fue realizado en el Instituto Oncológico Nacional “Dr Juan Tanca Marengo” Solca-Guayaquil. Se utilizó una encuesta de salud sobre el conocimiento de la entidad nosológica, el conocimiento de los métodos diagnósticos y la predisposición a acudir a charlas educativas. La muestra fue calculada en 80 encuestas a familiares, acompañantes y pacientes del Instituto. Resultados: Se registraron 80 encuestas. Sobre el cáncer de próstata el 52.5 % de los encuestados declara no tener conocimiento alguno sobre el mismo, un 31.25 % asegura tener poco conocimiento sobre el cáncer de próstata, y el 16.25 % declara tener un conocimiento apropiado sobre el cáncer de próstata. Sobre el diagnóstico de Cáncer de Próstata el 58.75 % de los encuestados no sabe cómo se diagnostica, un 22.5% % está informado someramente y un 18.75 % tiene conocimiento del diagnóstico. Conclusión: En este reporte se evidencia el desconocimiento sobre cáncer de próstata que tienen los encuestados sobre su concepto y diagnóstico.

У статті здійснено деконструкцію і деталізацію психолого-педагогічного змісту етапів модульно-розвивальної взаємодії задля досягнення їх функціональної інтегративності та оргструктурної наступності як цілісного циклу, що проективно розгортається у вигляді інноваційної освітньої технології. Зміст дев’яти етапів указаної взаємодії (чуттєво-естетичний, настановчо-мотиваційний, теоретично-змістовий, оцінювально-смисловий, адаптивно-перетворювальний, системно-узагальнювальний, контрольно-рефлексивний, духовно-естетичний, спонтанно-креативний), що згруповані у відповідні чотири періоди (інформаційно-пізнавальний, нормативно-регуляційний, ціннісно-рефлексивний, духовно-креативний), розкривається через психологічний аналіз запропонованих 23-х відповідних параметрів: психодидактична мета етапу, зміст паритетної освітньої діяльності, провідний спосіб психологічного впливу, класи соціально-психологічного оргвпливу, стиль освітньої взаємодії, провідні психологічні механізми, аспекти освітнього спілкування, різновиди обміну, квінтесенція пошуково-розвивальної міжсуб’єктної взаємодії, освітній результат, сфери умов розгортання полімотивації, полімотивація освітньої діяльності на кожному з етапів взаємодії, рефлексія у структурі модульно-розвивального процесу, психодидактичні інструменти налагодження продуктивної взаємодії, механізм дії процесних циклів, рейтинг сфер змістового модуля, домінанти суб’єктивного потенціалу, образи суб’єктивної реальності, форми причетності особи до творення соціокультурного досвіду, а також відповідність періодів модульно-розвивальної взаємодії певним компонентам особистісної адаптованості, структурним складовим учинку, конкретним видам рефлексії та структурним компонентам позитивно-гармонійної Я-концепції. The article deals with the deconstruction and detailing of the psychological and pedagogical content of the stages of modular-developing interaction in order to achieve their functional integrability and organizational structural continuity as an integral cycle that is projectively deploys in the form of innovative educational technology. The content of nine stages of the indicated interaction (sensory-aesthetic, instructional-motivational, theoretical-content, evaluation-semantic, adaptive-transformative, system-generalizing, control-reflexive, spiritual-aesthetic, spontaneously-creative) that are grouped into the corresponding four periods (information-cognitive, normative-regulatory, value-reflexive, spiritual-creative) is revealed through a psychological analysis of the proposed 23 appropriate parameters: the psycho-didactic purpose of the stage, the content of parity educational activity, the leading method of psychological influence, the classes of socio-psychological organizational influence, the style of educational interaction, the leading psychological mechanisms, the aspects of educational communication, the types of exchange, the quintessence of search-developing interpersonal interaction, the educational outcome, the spheres of the conditions for the deployment of polimotivation, the polimotivation of educational activity at each of stages of interaction, reflection in the structure of the modular-developmental process, psychodydactic tools for the establishment of productive interaction, the mechanism of action of the process cycles, the rating of spheres of content modules, dominants of subjective potential, images of subjective reality, forms of person’s involvement in the creation of socio-cultural experience, as well as the correspondence of periods of modular-developing interaction to certain components of personal adaptability, structural components of the act, specific types of reflection and structural components of positively-harmonious Self-concept.

This study aims to examine the concept of educational communication in alqur`an letter Lukman. This research is designed using qualitative approach by applying literature research method. The data used in this study comes from primary data and secondary data, while the primary data are the Qur'anic Manuscript of Lukman and supported by the hadiths of the Prophet relevant to the research problem, while the secondary data comes from books, magazines and written documents. The conclusion of this study reveals that the concept of educational communication in Surat Lukman is indicated by the dialogical atmosphere between father and son in an effort to achieve the salvation of life in the world and in the hereafter. The term dialogis here indicates that there is an element of communication between two people, in this case father and son. Father is a communicator or initiator of ideas in planning the atmosphere of the dialogue. But also he is at the same time the listener (in feedback dialogue) so that he at once became a communicant Keyword: Education Communication, al-Qur`an Surat Lukman

EDUCATIONAL COMMUNICATION PATTERN OF SALAFI BOARDING SCHOOL INTERACTIONISM SYMBOLIC STUDY IN MISBAHULKHOIR SALAFI BOARDING SCHOOL BOJONG PURWAKARTA. Salafi boarding school considered as a phenolmena refers to traditional institution of education as an integration of values and culture which contribute to uniqueness tradition and point of view. The uniqueness of salafi boarding school is represented by the symbols and its meaning. The meaning is done by the boarding society, where santri, ustad, and kyai are included, has give us a full meaning of point of view. The meaning as a product of interpretation on symbols to merge in interaction process, and the meaning as the life itself merging in the educational communication pattern of salafi boarding school. The aim of this research are to describe santri, ustad, and kyai understanding on self-concepts, meaning on the symbols as objects, meaning on symbolic activities, and the shared-meaning between members of salafi society. This research is using Herbert Blumer’s Interactionism Symbolic theory with qualitative approach and constructivism method and using Sympathetic Instrospection to analyze. The result of this research is that the self-concept has form the meaning on symbolic objects that include physical and non-physical objects which is forming in symbolic activities so all of it would perform the shared meaning as a educational communication pattern of salafi boarding school.

Представлены предварительные результаты эксперимента «Медиация учебной ситуации средствами визуальной культуры». Указывается на то, что с помощью искусственного торможения поведенческих автоматизмов, сформированных учебным процессом, возможно осуществить деконструкцию пресуппозиций участников образовательной коммуникации. Представлен анализ стенограммы занятия, которое было проведено со студентами Томского госуниверситета. Исследование микроуровня образовательного взаимодействия позволило выявить условия и факторы изменения коммуникативных стратегий участников эксперимента.

Рассматривается вопрос коммуникации с точки зрения ее образовательной функции с античных времен до Нового времени. Представлен аналитический обзор становления понятия образовательной коммуникации на разных этапах развития общества. Установлено, что понятие образовательной коммуникации как совместной деятельности педагога и учащихся и интерактивной работы всех участников образовательного процесса находится в стадии формирования. Исследование позволяет осмыслить, проанализировать такие аспекты понятий «коммуникация», «образовательная коммуникация», как вовлеченность в коммуникацию, взаимодействие участников, взаимообмен, обогащение и рождение новой информации.

This study aims to determine the role of Google Classroom as an alternative media in SMA Negeri 2 Percontohan Karang Baru. Google Classroom is an example of new media that is now widely used in education. This Google Classroom also has many features that make it easier for users to carry out the learning process even though it is not face-to-face. Teachers and students who use Google Classroom also find it helpful to have features that make the learning process easier at SMA Negeri 2 Percontohan. This study used a descriptive qualitative approach, with research data collected through observation, semi-structured interviews with several informants, and documentation. At SMA Negeri 2 Percontohan, teachers play an active role in the establishment f an effective communication process during the learning process. The results showed that the use of Google Classroom in SMA Negeri 2 Percontohan Karang Baru had a positive impact and was quite effective. Both teachers and students admit that it is not too difficult to use Google Classroom as beginners. Teachers and students also feel helped to do online learning with this Google Classroom. The features in Google Classroom are also easy to use. ABSTRAKPenelitian ini bertujuan menggambarkan peran Google Classroom sebagai media alternatif pada SMA Negeri 2 Percontohan Karang Baru. Google Classroom merupakan salah satu contoh new media yang sekarang banyak dipergunakan dalam pendidikan. Google Classroom memiliki banyak fitur yang memudahkan pengguna dalam melakukan proses pembelajaran walaupun tidak melalui tatap muka secara langsung. Guru dan murid yang menggunakan Google Classroom juga merasa terbantu dengan adanya fitur yang memudahkan proses pembelajaran di SMA Negeri 2 Percontohan. Penelitian ini menggunakan pendekatan kualitatif deskriptif, dimana data dikumpulkan melalui observasi, wawancara semi terstruktur, dan dokumentasi. Temuan lapangan yaitu para guru di SMA Negeri 2 Percontohan berperan aktif dalam terjalinnya proses komunikasi yang efektif selama proses pembelajaran. Penggunaan Google Classroom di SMA negeri 2 Percontohan Karang Baru memiliki dampak positif dan cukup efektif. Selama proses pembelajaran guru dan siswa sama-sama mengaku bahwa tidak terlalu sulit dalam menggunakan Google Classroom ini sebagai pemula. Guru dan siswa juga merasa terbantu melakukan pembelajaran secara daring dengan adanya Google Classroom. Fitur-fitur yang ada pada Google Classroom juga mudah digunakan.

Asserting the right to meaningful representation, challenging the epistemological and methodological expansion of global corporate capitalism and its impacts on Indigenous Peoples’ territories and cultures, aligns with the implementation of global treaties and conventions that are part of key international laws regarding issues of climate change, biodiversity conservation, education, global health, human rights, and sustainable development. Indigenous Peoples have been consistently excluded from nation state visions of modernity and development, which continues to limit their full participation in global sustainable development initiatives and their meaningful representation therein. Increasing the visibility of this struggle is imperative for Indigenous Peoples, particularly around the strategic areas in which the implementation of global sustainable development treaties, policies, and goals continues to affect their rights. This article inquires whether Indigenous Peoples’ emancipatory appropriation of media means from a transnational perspective that breaks their regional enclosure can contribute to decolonize the world. More specifically, it questions how a new Indigenous global media network would contribute to decolonize the relations between Indigenous Peoples and nation states. A wider mapping of Indigeneity that decolonizes sustainable development becomes critical in order to formally document the efforts of Indigenous Peoples to reconstruct and restore their epistemic and material relations. This article questions how an Indigenous global media network around new nexus research can benefit Indigenous Peoples, and make visible the incorporation of the recommendations and principles from international law emanated from the self-determined voices of Indigenous leaders, experts, and policy makers to decolonize global sustainable development goals.

The article highlights important issues of national state-building processes in the context of growing external information aggression, new challenges and social threats; socio-pedagogical approaches to optimization of the essence of information and communication educational policy have been grounded. It has been proved that state and civil society should pay much more attention to the formation of healthcare- saving environment, its high-quality social, moral and ethical, spiritual, ecological characteristics; it forms psychology of people and individuals on the basis of positive "I-concept". It has been determined that the values of education, intelligence, gentlehood of Ukrainian nation are distinguished in the humanistic priority and strategic task of the state. Those approaches are regularity of global and national processes, as the UN among the 17 main indicators of the world’s development has identified education as the cornerstone of progress, security, and survival of humanity. The author has come to the conclusion that the Strategy of sustainable development of the country and national security should be based on human-centered policy with the recognition of a personality as the highest social value, the active formation, preservation and optimal usage of high quality human capital, the ethical synergy of a personality and nature for the prosperity of nation and the strengthening of statehood. This paradigm should become the quintessence of the Law of Ukraine "About Education" at the level of its practical implementation. An effective means of achieving this socially important task is the bases of a continuous community-state dialogue. It has been stated that the methodology of education is spiritual and material culture of Ukrainian people and humanity. It will depend on the fact, what socio-cultural and socio-political environments the nation will be brought up in, how safe, cultural, natural, spiritual, moral and aesthetic will be the information and communication dimension for ethical living. Economics and social status of teachers, information space and lawmaking, political will and educational motivation of society not indirectly, but directly affect the quality of training and education for citizenship. Extremely strong interconnectedness of the mentioned factors with the education obliges the state and civil society to pay much more attention to the formation of healthcare-saving environment, high-quality social, moral and ethical, spiritual, ecological characteristics.

En la investigación que da pie a estas páginas se aborda la problemática de la eficacia de la comunicación educativa mediante una doble estrategia metodológica. Se administraron más de 1.200 cuestionarios a profesionales de cuatro instituciones dedicadas a la comunicación persuasiva, dos tradicionales, la iglesia y la escuela, y dos de creación más reciente, el periodismo y la publicidad. Probablemente son los cuatro colectivos con más fuerza socializadora en los últimos siglos. Para este artículo se analizaron de manera especial las respuestas de los educadores en torno a la concepción de los procesos comunicativos y a los requisitos necesarios para la eficacia comunicativa, y se compararon con las de los demás colectivos, sobre todo con las de los profesionales de la publicidad. Finalmente se confrontaron todas estas respuestas con algunas aportaciones que se han hecho desde la neurociencia durante las últimas décadas en torno al funcionamiento de la mente humana, especialmente en relación con la toma de decisiones, para ver qué propuestas comunicativas ofrecen una mayor garantía de eficacia. Del conjunto de los resultados se desprende para los educadores la necesidad de superar una comunicación polarizada estrictamente en lo cognitivo, centrada en la transmisión, más preocupada por garantizar la oferta que por crear una demanda, y la de abrirse a las potencialidades comunicativas de la emoción, de la interacción y del storytelling, The research supporting this paper addresses the problem of educational communication efficacy using a dual methodology strategy. Over 1.200 questionnaires were given out to professionals in four institutions dedicated to persuasive communication; two traditional –the church and schools– and two more recently created – journalism and advertising. Probably they are the four groups with more socialising force in the last centuries; For this paper the educators’ responses were specifically analysed to determine their conception of the communication process and the requirements for effective communication, and these were compared with those from the other groups, especially from advertising professionals. Lastly, all the responses were compared to contributions from neuroscience that have been made in recent decades about how the human mind functions, particularly with regards to decision-making, to determine which communication proposals provide a greater guarantee of efficacy. The results indicate the need for educators to break away from a strictly cognitive polarized communication that focuses on transmission. They are more related with guaranteeing the supply than creating a demand, and open up to the communicative potential of emotions, interaction and storytelling

У статті йдеться про Міжнародну конференцію «Наукова школа Романа Іванченка», її завдання, учасників, секції, рубрики, плани на майбутнє. Закцентовано на потребі подібних наукових заходів для вищого навчального закладу загалом, а також студентської молоді зокрема. The aim of the conference ‘Roman Ivanchenko Scientific school’ is a professional discussion of current issues, discussions of professional and educational issues, fostering young scientists. From 2009 to 2016 it acquired the status of the International Ukrainian conference. It was visited not only by Ukrainian scholars from nearly 30 universities of Ukraine, but also by scholars from abroad, including Germany, Poland, Belarus. In addition to Ph.D’s and professors, scientific presentations at the conference recite graduated masters and bachelors. The sections of the conference cover the history and theory of publishing and editing, topical issues of Ukrainian books publishing, culture publications, personalities of Ukrainian books publishing, especially mass modern communication, new technologies in the preparation of media products, editing different types of books, advertising and PR communications in printing, publishing, books distribution, the issue of education for future editors, journalists etc. Each year, the conference marked the memory of the great scientist R. H. Ivanchenko with dedication and thematic round tables. Conference proceedings are published in printed/electronic form. The books are presented during the conference and there are performances by guests — practitioners publishers, writers and journalists. The conference ‘Roman Ivanchenko Scientific school’ is a powerful tool of scientific and educational communication, because of discussing, systematizing, summarizing materials, scientific findings and research results, emerging circle of associates, who generated new ideas, projects, interdisciplinary ideas and so on. The conference is characterized by urgency, informative, debatable, creative collaboration etc., promotes new ideas, knowledge, and discoveries in the field. An important thing in format of conference is a senior research co-generation of talented young people (students work on scientific articles under the guidance of Ph.D’s, performances of students for authoritative audience), exchange of experience, ‘master classes’ in the flesh. В статье говориться о Международной конференции «Научная школа Романа Иванченка», ее задачи, участников, секции, рубрики, планы на будущее. Подчеркнута необходимость подобных научных мероприятий для высшего учебного заведения в общем, а также студенческой молодежи в частности.

Освещается проблематика смены вида образовательной коммуникации в современном образовании. Дана характеристика современного коммуникативного ландшафта образования: коммуникативная составляющая рассматривается сегодня как один из факторов развития образования. Она определяет характер работы со знанием, приобретение участником образования своего индивидуального образовательного опыта, формирование особой культуры мышления. Обозначена проблематика поиска новых подходов к организации коммуникации преподавателем на учебном занятии в соответствии с задачами, определенными коммуникативным ландшафтом современного образования. Приводятся результаты научного эксперимента, которые проявляют вопрос определения и выработки нового коммуникативного сценария поведения преподавателя в учебной аудитории. Анализ эксперимента основан на феноменологическом описании прецедента организации коммуникации на учебном занятии. Авторы выделяют на основе анализа прецедента и стенограммы экспериментального занятия три возможных коммуникативных сценария для преподавателя: дидактический (традиционный: преподаватель является источником и регулятором коммуникации в учебной аудитории), «уход преподавателя» (преподаватель уходит с авансцены занятия через отказ от своих традиционных дидактических функций) и совмещение сценариев (преподаватель как соучастник коммуникации).

The quality of the communication processes within the class depends on both the teacher and the students, in either case both being responsible for optimizing and stimulating classroom communication. The teacher, however, has primarily the responsibility to develop the classroom's communication environment, which is about informational and interpersonal exchange between teacher-student, student-teacher, teacher-class, class-teacher, student-student. Thus, we aim in this study for the determination of the factors that contribute to the use of a means of communication within the class, focusing on the dimension of internality - externality of the personality of the teaching staff and the students.