PEDAGOGICAL POSSIBILITIES OF THE USE OF DIALOGUE IN INCLUSIVE EDUCATION
DOI: 10.23951/1609-624X-2017-2-41-45
The authors consider the problem of lack of teachers’ design competences in the design and organization of inclusive educational space. Scientists define the problem as the shortage of forms and techniques that allow the teacher to achieve positive outcomes in inclusive education. Within the anthropological approach by means of humanitarian studies, the authors attempt to understand the subjects of organization of joint activity of teacher and students in an inclusive process. The article considers pedagogical possibilities of the use of dialogue in inclusive education. The authors demonstrate the ability of this form of joint activities to help students be implemented in inclusive learning to be successful within their individual capabilities. The authors discuss dialogue in interaction with other forms of cooperative activities (lesson assignment, lessonproblematization), describe an educational precedent for the use of dialogue in inclusive educational space. The authors present the content of the pilot training project, characterize the system of lessons on the study of the novel of F. M. Dostoevsky’s “Crime and punishment” in the tenth grade. The project recorded the special role of the teacher in the dialogue. He is also a partner and an organizer of joint activities: that is, occupies an ambivalent position. This position is organized through pedagogical techniques such as card primary meanings, keywords, and algorithms activities. The dialogue is organized through various technologies: multimedia, games and problem-based learning. Their use allows the teacher to update the individual meanings of participants in inclusive education. The criterion of successful participation in the educational project is the development of subjectivity of students. A similar development is recorded in the framework of individual standards for each student involved in the educational project.
Keywords: dialogue, collaborative activity, inclusive education, the subjectivity of students
References:
1. Nazarova N. N. Integrirovannoye (inklyuzivnoye obrazovaniye): genezis i problemy vnedreniya[Integrated (inclusive education): the genesis andimplementation problems]. Sotsial’naya pedagogika – Social Pedagogy, 2010, no. 1, pp. 77–78 (in Russian).
2. Mitchell D. Effektivnye tekhnologii spetsial’nogo inklyuzivnogo obrazovaniya. Glavy iz knigi [Effective technologies of special inclusive education. Chapters from the book]. Moscow, Perspektiva Publ., 2011. 139 p. (in Russian).
3. Boykov D. I. Innovatsionnaya sistema korrektsionno-pedagogicheskogo obrazovaniya: problemy i perspektivy [Innovative psychologicalpedagogical education: problems and prospects]. Logoped v detskom sadu – Speech therapist in kindergarten, 2008, no. 5, pp. 29–38 (in Russian).
4. Zakharenko E. N. Novyy slovar’ inostrannykh slov: svyshe 25 000 slov i slovosochetaniy [New dictionary of foreign words: more than 25 000 words and phrases]. Moscow, Azbukovnik Publ., 2008, p. 216 (in Russian).
5. Slobodchikov V. I., Isaev E. I. Osnovy psikhologicheskoy antropologii. Psikhologiya cheloveka: vvedeniye v psikhologiyu sub”ektivnosti: ucheb. posobiye [Fundamentals of psychological anthropology. Human psychology: introduction to psychology subjectivity: textbook]. Moscow, Shkola – Press Publ., 1995, 384 p. (in Russian).
6. Petrova G. I. Filosofskaya antropologiya i antropologicheskaya problematika v fi losofi i: ucheb. posobiye [Philosophical anthropology and the anthropological perspective in philosophy: textbook]. Tomsk, NTL Publ., 2002, 160 p. (in Russian).
7. Perekhod k otkrytomu obrazovatel‘nomu prostranstvu. Ch. 2: Tipologizatsiya obrazovatel‘nykh innovatsiy [The transition to the open educational space. Part 2: Typology of educational innovations]. Edited by G. N. Prozumentova. Tomsk, Publishing House of Tomsk University Publ., 2009. 448 p. (in Russian).
8. Prosumentova G. N. Strategiya i programma gumanitarnogo issledovaniya obrazovatel’nykh innovatsiy [The strategy and program of humanitarian studies of educational innovations]. Perekhod k otkrytomu obrazovatel’nomu prostranstvu. Ch. 1: Fenomenologiya obrazovatel’nykh innovatsiy [The transition to the Open educational space. Part 1: Phenomenology of educational innovations]. Edited by G. N. Prozumentova. Tomsk, Publishing House of Tomsk University Publ., 2005. Pp. 15–105 (in Russian).
9. Prosumentova G. N. Sovmestnaya deyatel’nost’ vzroslykh i detey kak soderzhaniye i predmet obrazovaniya v shkole [The joint activities of adults and children as the content and subject of education at school]. Obrazovatel’noye soderzhaniye sovmestnoy deyatel’nosti vzroslykh i deteyv shkole: upravleniye i stanovleniye [Educational content of the joint activities of adults and children at school: management and development]. Edited by G. N. Prozumentova and S. I. Pozdeeva. Tomsk, 2015, book 7. Pp. 25–32 (in Russian).
10. Kovalevskaya E. N. Dialog na urokakh literatury v Shkole sovmestnoy deyatel’nosti [Dialogue at literature classes at joint activity school]. Shkola sovmestnoy deyatel’nosti: kontseptsiya, proekty, praktika razvitiya. Kn. 2 [Joint activity school: concept, projects, practice of development. Book 2]. Edited by G. N. Prozumentova and E. N. Kovalevskaya. Tomsk, 1999. Pp. 7–27 (in Russian).
11. Kovalevskaya E. N. Organizatsiya sovmestnoy deyatel’nosti s elementami dialoga (na materiale izucheniya tvorchestva A. I. Kuprina) [Organization of joint activities with elements of dialogue (on the material of studying of creativity of A. I. Kuprin)]. Russkaya literatura v sovremennom kul’turnom prostranstve: materialy IV Mezhdunarodnoy nauchnoy konferentsii, posvyashchennoy 70-letiyu FF TGPU (2–3 noyabrya 2006 g.). Ch. 3 [Russian literature in modern cultural space: materials of the IV International scientifi c conference dedicated to the 70th anniversary of the Faculty of philology, Tomsk state pedagogical university (2–3 november 2006). Part 3]. Tomsk, 2007, pp. 44–55 (in Russian).
12. Fuko M. Germenevtika sub”ekta: kurs lektsiy, prochitannyy Kollezh de Frans v 1981/82 uchebnom godu. Per. s fr. A. G. Pogonyaylo [Hermeneutics of the subject: the course of lectures given at the Collège de France in the 1981/82 academic year. Translated from French by A. G. Pogonyaylo]. Saint Petersburg, Nauka Publ., 2007, p. 11 (in Russian).
( 419.36 kB ) 
( 413.41 kB )
Issue: 2, 2017
Series of issue: Issue 2
Rubric: METHODICAL MAINTENANCE OF PHILOLOGICAL EDUCATION
Pages: 41 — 45
Downloads: 878