StatusThe thesis was presented on the 20 May, 2005
Approved by NCAA on the 23 June, 2005
Abstract– 0.37 Mb / in romanian
In the thesis presented by Sagoian Eraneac in the manuscript, the essence and the structure of the communicative culture, taking into consideration the present sociocultural situation in the society and in the modern school, is investigated. The possibility of the development of the communicative culture without interruption of the educational process is substantiated in the work.
The author has worked out theoretico-methodological and technological basis of the development of the communicative culture of a teacher namely general methodological, androgogical and concretespecific principles, the acmeologic model of the ascent of a teacher to the highest level of the communicative culture, the conditions of the successful realization of the model are determined.
In the process of the experimental work the technologies of the complex diagnosis and qualimetric evaluation of the level of the communicative culture, computer program “Express – diagnostics of the communicative culture of a teacher”, letting fulfill didactic diagnosis of teachers on typological groups with creative, reproductive – creative, reproductive and intuitive levels of the development of the communicative culture are worked out and approbated. The indicated differentiation lets individualize the educational activity of teachers in the process of the realization of the curriculum of the development of the communicative culture (the syllabus and special course “Theoretical-applied aspects of the development of the communicative culture of teachers”), fulfill the choice of appropriate didactic methods (Synanon, discussion, decision of problem situations, individual and group reflexion etc.).
The approbation of the suggested in the thesis pedagogical system of the development of the communicative culture of teachers were carried out in the schools and lyceums of the Republic of Moldova. The effectivness and possibility of wide utilization in the practice of the ascent of the qualification of teachers without interruption of educational-cognitive process are proved.
Under consideration  :