SPECIFICS OF DIALOGICAL INTERACTION AND ITS REALIZATION IN REMOTE DUCATION

The problem of effective dialogical interactions creation is urgent in all pedagogical systems; in that case the distance education is not an exception. Dialogical interactions always realize relationship between the subjects, at certain time and determine specific educational space; a dialogue taking place at distance must organize interrelation here and now. Long time all official interactions, designed to create system of relations in the education, were based on strict centrist and deterministic schemes the main sign of which was strict subordination of the pupil to the teacher. But realities of life and its variability showed low efficiency of such sample approach. In our opinion, the dialogical principle of forming space of dialogical interaction in distance environment can be the worthy alternative meeting today requirements. For consideration of the matter we chose the ascension methodology from abstract to specific that is rather accurately traced in the structure of the article. The dialogue as the organizing principle of distance education possesses the integral characteristics from which we distinguished the following: basic openness and equality of all dialogue process participants; structural organization availability; existence of properties of self-organization; absence of targeted center and dictatorship of the teacher. Within the chosen methodology we considered the practical implementation of dialogical interaction in case of knowledge control organization and material digestion by pupils making it possible to create a social interaction space. It is the dialogical development of planning distance education that can be applied in the dynamic multiple-factor world when the schemes and standards are not working and there are no set interaction conditions. To make more effective and “working” ideas about dialogue in education, it is necessary to connect them with responsibility, interest, impartiality, and openness. The openness and impartiality assume understanding that the teacher and the pupil are not on different poles resisting each other, it represents the single interacting organism. A joint dialogue can lead to increasing effectiveness in distance education.

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