EDUCATIONAL DIALOGUE AS AN ANTHROPOLOGICAL RESOURCE OF A MODERN LESSON IN PRIMARY SCHOOL

Abstract

The article studies a problem of searching for additional pedagogical opportunities (resources) that allow improving the quality of a modern lesson. In the theoretical analysis, attention is drawn to the need to adhere to humanistic (anthropological) principles when constructing and conducting a modern lesson in primary school, mainly, the principle of dialogicity. The essential characteristics of educational dialogue as an anthropological resource for improving the quality of a lesson (interaction of participants in the educational process, focus on the student’s subjectivity) and factors under the influence of which educational dialogue becomes truly authentic (dialogical position of the teacher and the disposition of the dialogue participants) are identified and considered. Based on the preliminary data obtained from the empirical study and pedagogical reflection, the author notes the importance and expediency of developing professional and personal qualities in students that ensure readiness for constructive educational dialogue with a schoolchild.