(1304)THE DIDACTICAL PROCESS – ACT BELONGINGTO THE GROUP COMMUNICATION

摘要

The pedagogical communication represents a complex transfer of information that takesplace throughout several informational channels. It is a multiphased transfer between twoentities (individuals or groups) that assume, simultaneously or successively, the role oftransmitter and receiver, representing desirable contents within the instructive andeducational context.This kind of communication assumes a feedback type of interaction both regarding theexplicit information and the adjacent ones. The didactical communication act requiresreciprocity and follows a circular process that submits to a certain temporal guide line.As a form of interaction the didactical communication implies earning and activating thecommunicative competence, which has a skillful and a gained side. The lace of one orboth of them explains the difficulties or the failures that teachers (even the well-trainedones) encounter in their daily teaching activity.Owning a rich luggage of knowledge is not enough in order to be “a good teacher”. It ishighly compulsory to have the capacity to didactically translate and transmit. In otherwords, to know what, how much, how, when, in what way, with what means and to whom,you provide the information.In real life, education and instruction take place throughout several repeated interventionscoming from the grown-ups, mainly through communication, mentality and behavior of theeducated personalities.The entire educational activity can be compromised if the teacher does not decrypt hisstudents’ reactions and does not fix his communicational behavior in due time. Anycommunication accomplishes a closed circuit, and in order for it to open, thecommunication must be bilateral. The informative act can be unilateral whereas thecommunication cannot be. The teacher does not inform, but he communicates. Hisinformation varies in amplitude and depth depending upon the information received fromthe students. The teacher is a resonator, just like the student.Therefore, the didactical communication sums up the informational fluxes, be theydeliberate or not, verbal or non-verbal, foreseeing a pluri-directional, multi-channeled andpolysemantic discursive universe.Within the academic studies, apart from the ones before them, where the classes do notsignificantly vary, in this case the number of students can vary. If during one lecture thedidactical communication takes place in front of 100 students, or even more, at theseminaries we have a maximum of 25 students and at the lab or the practical classes wehave an average of 10.Taking into consideration these variables the communication must be adapted andperformed both depending upon the number of students and the way in which themessage is being transmitted.We chose this topic because an efficient communication requires as well knowledgeabout the particularities belonging to the group one is addressing to.In the present paper there are presented various types of relation belonging to theacademic didactical communicational act depending upon the participants’ number.