В статье описываются организация и ход экспериментальной проверки результативности формирования умений кросс-культурной коммуникации у будущих учителей при условии реализации комплекса определенных организационно-педагогических условий, а также проанализированыполученные в ходе исследования результаты. С целью проверки эффективности организационнопедагогических условий формирования умений кросс-культурной коммуникации у будущих учителей был проведен педагогический эксперимент. На констатирующем этапе с помощью отобранных диагностических методов измерялся исходный существующий уровень сформированности умений кросс-культурной коммуникации у будущих учителей по когнитивным, деятельностным и личностным критериям. На формриующем в образовательный процесс экспериментальных групп внедрялись соответствующие формовочные меры, которые обеспечивали создание определенных организационнопедагогических условий по разработанной модели. На контрольном этапе с целью определения динамики проводилась повторная диагностика уровня сформированности исследуемых умений в экспериментальной и контрольной группах по той же методике, что и на констатирующем этапе. Разработанный и подобранный нами комплекс методов оценки уровня сформированности умений кросскультурной коммуникации у будущих учителей в соответствии с критериями и показателями определения уровня указанных умений, по нашему мнению, позволяет провести достоверное и валидное диагностическое измерения. Анализ данных экспериментальной проверки результативности формирования умений кросс-культурной коммуникации у будущих учителей по разработанным организационно-педагогическими условиями доказал, что внедрение через соответствующие формы и методы обучения определенных формирующих мер привело к повышению уровня сформированности исследуемых умений по всем критериям.
The article describes the organization and progress of the experimental verification of the effectiveness of the formation of cross-cultural communication skills in future teachers, subject to the implementation of a set of certain organizational and pedagogical conditions, and also analyzes the results obtained during the study. In order to test the effectiveness of organizational and pedagogical conditions for the formation of cross-cultural communication skills among future teachers, a pedagogical experiment was conducted. At the ascertaining stage, with the help of selected diagnostic methods, the initial existing level of formation of cross-cultural communication skills among future teachers was measured according to cognitive, activity and personal criteria. At the forming stage, appropriate molding measures were introduced into the educational process of experimental groups, which ensured the creation of certain organizational and pedagogical conditions according to the developed model. At the control stage, in order to determine the dynamics, repeated diagnostics of the level of formation of the studied skills in the experimental and control groups was carried out using the same methodology as at the ascertaining stage. The complex of methods developed and selected by us for assessing the level of formation of cross-cultural communication skills among future teachers in accordance with the criteria and indicators for determining the level of these skills, in our opinion, allows for reliable and valid diagnostic measurements. The analysis of data from the experimental verification of the effectiveness of the formation of cross-cultural communication skills in future teachers according to the developed organizational and pedagogical conditions proved that the introduction of certain formative measures through appropriate forms and methods of teaching led to an increase in the level of formation of the studied skills according to all criteria.
The article describes the organization and progress of the experimental verification of the effectiveness of the formation of cross-cultural communication skills in future teachers, subject to the implementation of a set of certain organizational and pedagogical conditions, and also analyzes the results obtained during the study. In order to test the effectiveness of organizational and pedagogical conditions for the formation of cross-cultural communication skills among future teachers, a pedagogical experiment was conducted. At the ascertaining stage, with the help of selected diagnostic methods, the initial existing level of formation of cross-cultural communication skills among future teachers was measured according to cognitive, activity and personal criteria. At the forming stage, appropriate molding measures were introduced into the educational process of experimental groups, which ensured the creation of certain organizational and pedagogical conditions according to the developed model. At the control stage, in order to determine the dynamics, repeated diagnostics of the level of formation of the studied skills in the experimental and control groups was carried out using the same methodology as at the ascertaining stage. The complex of methods developed and selected by us for assessing the level of formation of cross-cultural communication skills among future teachers in accordance with the criteria and indicators for determining the level of these skills, in our opinion, allows for reliable and valid diagnostic measurements. The analysis of data from the experimental verification of the effectiveness of the formation of cross-cultural communication skills in future teachers according to the developed organizational and pedagogical conditions proved that the introduction of certain formative measures through appropriate forms and methods of teaching led to an increase in the level of formation of the studied skills according to all criteria.