Miroshnichenko, V.
(2024).
Formation of rhetorical culture of students during postgraduatedistance learning.
Humanities Studios: Pedagogy, Psychology, Philosophy,
12(2),
73-85.
https://doi.org/10.31548/hspedagog15(2).2024.73-85
The article is devoted to the definition and substantiation of pedagogical conditions for the formation of rhetorical culture of students during postgraduatedistance learning. Attention has been drawn to the relevance of forming a postgraduate student's rhetorical culture as a component of their professional culture. The author has compared and analyzed the approaches of modern scientists to the understanding of ‘rhetorical culture’. The author has expressed a position on rhetoric as a science of applying the best ways of preparing and delivering an oratorical speech with the aim of a certain impact on the audience. The author has characterized the categories of logos, ethos, pathos, topos, through which rhetoric as an art of persuasion is realized. The distance learning has been describedin the article. Different approaches to its definition have been presented. Its essential characteristic is interaction during studying, when time for independent work with the material, consulting activities, etc. is provided separately. The challenges of distance learning include the following: the need for reliable technical equipment (as practice shows, it is not always possible to meet this need, especially on the part of students); the need for a high level of pedagogical teachers’ skills, which includes two aspects: the first, technical, digital literacy of teachers, the second, moral and psychological, the ability to work in the absence of emotional and psychological communication with students. The following pedagogical conditions for the rhetorical culture formation of students duringpostgraduatedistance learning havebeen identified and substantiated: focus of the content of the educational process on the formation of the rhetorical culture of postgraduate students; use of interactive methods (rhetorical techniques and exercises, role-playing games) duringpostgraduatedistance learning; organizational and technical support for optimal distribution in the format of blended learning (combination of traditional full-time and distance learning), support for visual aidsusingin the educational process, taking into account the psychological mechanisms of rhetorical culture formation of students during postgraduatedistance learning. The realization of these conditions involves the implementation of pedagogical measures using appropriate forms, methods and means. The author has drawn attention to the fact that the most effective education forms for therhetorical culture formationof students duringpostgraduatedistance learning are individual (consultations, independent work, individual tasks, creative projects, writing essays and research papers) and group (lectures, seminars, workshops, trainings, discussions, competitions, thematic meetings)
rhetorical culture, students, distance learning, postgraduate studies, future teachers, educational process, pedagogical conditions of the rhetorical cultureformation
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