The article is devoted to the search of the mechanisms of the synthesis of the knowledge that is new for a student in the development of his telecommunicative competence in the study of natural studies at the university. The authors interpret the concept «telecommunication» as targeted transferring, receiving, analyzing, synthesizing and assessing information through the interaction of its real and virtual carriers that can be removed in time and space. The authors define «telecommunicative competence» as the personality trait which determines readiness to specific form of professional activity and life in information society comprising the knowledge of telecommunicative technologies, forms, rules, regulations and traditions of mutual exchange of information; capacities to independent development in the sphere of telecommunicative technologies, assimilation of a great deal of information, result prediction in the solution to the problems in professional activity; the abilities related to transferring, receiving, coding, analyzing, transforming, generating information. During the research the authors identify seven mechanisms of subjective new knowledge synthesis in the following processes: professional inversion of preliminary knowledge; application of gained knowledge in practical work: diversification of professional training content; establishment of interdisciplinary connections between specialty curriculum disciplines; simulation of training and productive situations and processes: functional approach to the development of telecommunicative competence; transference of concepts, principles, regulations, theories set out in a discipline to the subject of another. The studied mechanisms of subjective new knowledge synthesis expand the set of tools that can be used by both a teacher and a student in the formation and the development of telecommunicative competence.

No abstract

No abstract