Differentiation of Educational Resources in A Communicative-Educational Environment

Introduction. This article deals with the differentiation of educational resources as a specific approach to the organization of educational process. The relevance of the study lies in the fact that, maximizing the intellectual and creative potential of the participants of educational relations, the designated approach contributes to the formation of an effective and comfortable subject-activity environment, allowing to achieve the desired success in the shortest possible time. The authors emphasize the necessity of joint socially significant activity of students and teachers based on the principles of discussion and creative search.

Objective. To study the basic components of the differentiation of educational resources in the communicative-educational paradigm.

Approaches to differentiation of educational resources. The differentiation of educational resources is revealed with the help of methodological tools of social and psychological-pedagogical disciplines and such techniques as systematization, generalization, observation, description, content analysis, synthesis, as well as elements of historical-cultural, structural-functional, distributive, and component analysis. Consistently realized a complex experimental approach (social psychological, methodological, and pedagogical) to the selection of optimal educational resources in the implementation of scientific-educational actions.

Interactive learning format: going beyond the learning situation. According to the results of structural and functional analysis of the system of innovative pedagogical tools that provide a comprehensive solution of educational, educational and developmental tasks in the scientific and educational space of a multidisciplinary university, the most effective of them were identified: the use of interactive and information and communication educational technologies (development of media presentations, videos, video posters, quizzes, quests, literary and linguistic games, etc.); the use of multilevel (in terms of content) and multidisciplinary (in terms of the content of the educational activities) educational resources.

Formation of sociocultural competences and linguo-communicative competence i of young people within the framework of the Chekhov Festival. Sociocultural competencies and linguo-communicative competence contribute to the successful socialization of student youth in the professional environment. Their purposeful and consistent formation can be facilitated by thematic events of scientific and educational nature, realized within the framework of the Chekhov Festival: quizzes, quests, and quizzes based on A. P. Chekhov's stories as well as scientific and educational lectures.

Discussion. The authors come to the conclusion that the presence of generally significant cognitive goals and tasks, set for students and solved by each educational-creative team in its own way, contributed to the achievement of a number of meta-subject results, among which adaptation of the educational process to the intellectual and creative capabilities of students; purposeful increase in the level of "I-competence" in all participants of the educational event; significant activation of reading interest; systematic development of educational-communicative and educational-communicative activity of students.

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