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Makale Özeti:
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The article examines psycho-pedagogical characteristics of a dialog educational situation, which make it possible to characterize it as the most eSective way to “bring” the educational process to a personal level, level of senses “in the horizon of personality” (V. S. Bibler). Dialogue, which is understood as the essential characteristic,
principle of organization of the educational content and technology of
the personality-oriented educational process, contributes to personal development of pupils, providing a way of educational interaction which is adequate to the very nature of this development. Assessment, as is known, is an obligatory moment of dialogical cognition.
Learning through understanding of personal meaningful senses of the studied material in the context of dialog situations opens up the possibility of the formation of students’ value system, gives them access to supreme values of the world and national culture. The fact that dialogue always concerns “last problems” (M. M. Bakhtin),
the eternal universal problems, which are to some extent actualized in lives of students, creates its feature to unfold endlessly. This, in turn, becomes the basis for constructing the educational process as “series” of motivationally interrelated dialog situations.
The author notes the similarities and diSerences between dialog and problem situations. Thus, it will be possible to use situations of both types more correctly and productively in the educational process. The author distinguishes indicators of the transition of the educational process to the personal-sense level, which can be considered
as universal, since their appearance in any type of learning shows that subjects of the educational process are “included” in the Teld of interpersonal interaction. “Risk zones” in the process of design and implementation of the dialog educational process
are designated. This article also includes a description of tools of control over a dialog situation, which further development seems to be one of the actual prospects of research connected with further studying psycho-pedagogical features of dialog situations.
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