ANALYSIS OF PEDAGOGICAL AND PSYCHOLOGICAL MECHANISMS OF DEVELOPING COLLABORATIVE SKILLS OF STUDENTS BASED ON A MULTI-VECTOR APPROACH

Аннотация

This work is devoted to the definition of the concept of "collaboration" in the system of pedagogical sciences, as well as the study of collaboration as a form of pedagogical interaction. The relevance of the study is due, on the one hand, to the increasing frequency of references by pedagogical researchers to the concept of "collaboration", and on the other hand, to the high degree of inconsistency of scientists in defining this phenomenon in the system of educational sciences. Kеywоrds: pedagogical collaboration, pedagogical interaction, collaborative learning, collaboration, pedagogy of cooperation, educational interaction, collective learning. INTRОDUСTIОN In modern pedagogical research, the concept of "collaboration" (collaborative learning) is increasingly encountered. At the same time, a review of scientific literature has made it possible to identify the problem of the lack of unanimity of opinion among researchers regarding the concept of collaboration in the field of education. A number of researchers use the term "collaboration" to combine the concepts of "joint activity", "activity performed jointly", "group form of interaction organization", "educational cooperation" [1]. MАTЕRIАLS АND MЕTHОDS There are also references to collaborative learning as a general term for a group of educational technologies based on the process of collective educational interaction: for example, project technology, case technology, learning in cooperation, etc. According to G.P. Sinitsyna, collaboration is one of the components of the educational strategy of learning in partnership [2]. N.V. Pavelyeva believes that collaborative learning should be understood more broadly: as a pedagogical approach based on close interaction between 46 CURRENT APPROACHES AND NEW RESEARCH IN MODERN SCIENCES International scientific-online conference participants in the educational process [3]. A.V. Kulikov defines collaboration in the educational environment even more broadly, noting that collaboration is a philosophy of education, the original concept of joint activities, training and professional-academic interaction [4]. RЕSULTS АND DISСUSSIОN The use of the discourse analysis method to study the terminological development of the concept of "interaction" up to the time of its first mention in descriptions of the phenomenon of collaboration was aimed primarily at determining the moment of transition of the observed phenomenon into the area of social relations. This step was necessary to identify the signs of mutual activity of subjects, which, as a superstructure over the key meaning-forming element, contributed to the emergence of the concept of "collaboration" as an independent unit of scientific discourse. In other words, the task was to determine whether the concepts of "collaboration" and "interaction" are synonymous in the system of social sciences. The core of materialistic dialectics was the transfer of the philosophical understanding of interaction to the area of social relations. According to F. Engels, social development is basically reduced to interaction in the form of struggle between different social classes. This form is based on the interaction of opposites. The understanding of society as a product of human interaction, which is one of the main provisions of dialectical materialism, was further developed in the philosophical works of V.I. Lenin, who considered social relations as a process of changing the properties and qualities of external reality as a result of human activity. An appeal to the nature of interaction can be traced in V.I. Lenin's definition of human activity as a change in various properties and qualities of external reality based on the goal-setting activity of man. As V.V. Davydov noted, Lenin introduced into materialistic dialectics the concept of transformative human activity as the interaction of goals, means and actions of the subject in relation to objective reality, thus highlighting the basic components of interaction in the area of social relations: goal-setting, selection and use of external tools, verification of the coincidence of the subjective and objective. M. Weber in his work "Basic Sociological Concepts" defined the formula of social interaction as the sum of purposefulness and orientation towards others. The scientist identified four types of social interaction: traditional (following certain patterns of behavior), rational (correlation of goals and means), affective (emotional) and value-rational. Somewhat later, the American sociologist T. 47 CURRENT APPROACHES AND NEW RESEARCH IN MODERN SCIENCES International scientific-online conference Parsons, continuing his attempts to establish the relationship between social interaction at the level of individual groups and the type of a specific society, began to consider social interaction more broadly than a single act, adding to Weber's formula also the situational environment of the subject of activity. The general structure of soc